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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Paper ID #37936ICT-Mediated STEM for the Inclusive Education of Migrants and RefugeesChildrenJuan Sebasti´an S´anchez-G´omez, Universidad El Bosque Doctoral student of PhD in Industrial and Systems Engineering at Universidad de los Andes (Colombia).Maria Catalina RamirezAndrea Herrera, Universidad de los Andes, Columbia ©American Society for Engineering Education, 2023 ICT-mediated STEM for the inclusive education of migrants and refugees’ children Juan Sebastián Sánchez-Gómez1,2,3, María Catalina Ramirez Cajiao2 y Andrea Herrera3 1

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus

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paper. Further, this workwas supported by the Ira A. Fulton School of Engineering, Arizona State University. Anyopinions, findings, conclusions, or recommendations expressed in this material are those of theauthor(s).References[1] C. Goodenew, “Classroom belonging among early adolescent students,” J Early Adolesc., vol. 13, pp. 21–43, 1993, doi: https://doi.org/10.1177/0272431693013001002.[2] C. Wilson and J. Secker, “Validation of the Social Inclusion Scale with Students,” Soc. Incl., vol. 3, no. 4, Art. no. 4, Jul. 2015, doi: https://doi.org/10.17645/si.v3i4.121.[3] S. Hurtado and D. F. Carter, “Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students’ Sense of Belonging,” Social. Educ

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

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differentiate fromsources in my normal reference list (e.g. [A27] instead of [27]). For in-text citations, I only usethe generic term ‘authors’ when referring to the writers of a text, never the author’s or authors’last name(s). Finally, for the few articles quoted twice, I have assigned them a unique number foreach quote. While this does introduce redundancy to the reference list, it avoids drawingadditional attention to the articles in-text.Structural useThe structural use category characterizes articles based on how neurodiv* was used relative tothe article’s purpose. In other words, it describes what role neurodiv* played in the article. Thiscategory consists of four usage groups: casual, minor context, major context, and focus. Iassigned each

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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

consider it to be the appropriate time to share said details. However, future publicationswill discuss data collection and analysis in more detail.AcknowledgementThe material is based upon work supported by the NSF 2217477. Any opinions, findings, andconclusions or recommendations expressed in this material do not necessarily reflect those of theNSF.ReferencesAmerican Association of University Professors (AAUP). 2018. https://www.aaup.org/news//data-snapshot-contingent-faculty-us-higher- ed#.YKqu9ahKg2wvAn, S. 2016. “Asia Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State and U.S. History Curriculum Standards, Theory, and Research in Social Education.” Theory and Research in Social

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University

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Qualtrics, with surveylinks posted in the online course management system.MeasuresCritical ConsciousnessCritical Consciousness was measured using the Short Critical Consciousness Scale (CCS-S), avalidated 14-item instrument measuring all three dimensions of critical consciousness [18]. Inparallel with the original CCS [19], the CCS-S measures critical reflection’s two sub-components: (1) perceived inequality and (2) egalitarianism. In addition to the CCS-S items, weadministered eight additional items related to critical reflection, motivation, and action orientedtoward inequities in infrastructure and civil engineering. Data for each dimension of criticalconsciousness was analyzed separately, in accord with original scale design features [18], [19

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

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recruiting participants. Second,conducting pilot studies can help researchers develop and iterate the questions included in aninterview protocol [2, 14].To develop a consensus on how many participants we wanted to use for this study, we utilizedMalterud et al.’s concept of information power (see Figure 1) [15]. Information power helped usanalyze the sample pool from which we had to develop this study methodologically. Accordingto Malterud et al., information power explains that fewer participants are needed if the sampleholds more information important to the study [15]. Five aspects are important to determiningthe information power of a specific sample: study aim, sample specificity, established theory,dialogue quality, and analysis strategy. More

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

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related beliefs about ecological crisis, the practical constraints of resources, andthe vulnerability of nature’s balance.DEVELOPING NEW ENGINEERING PEDAGOGY A wide range of scholarly work explores specific forms of pedagogical innovation thatwe argue could be used to mainstream human rights within engineering education. One strandfocuses on changing the terms of course goals and the approaches to targeting students (Wilcox& Akera, 2014), learning methods (Hoole & Hoole, 2002; Shankar et al., 2017), assignments(Bielefeldt, 2014) and interdisciplinary approaches (Brower et al., 2007; Leydens and Lucena,2016). Wilcox and Akera (2014) focus on the positive effect that Rensselaer PolytechnicInstitute (RPI)’s first-year Sustainability

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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–251, Jan. 2022, doi: 10.1111/sipr.12085.[5] S. C. Davis, S. B. Nolen, N. Cheon, E. Moise, and E. W. Hamilton, “Engineering climate for marginalized groups: Connections to peer relations and engineering identity,” J. Eng. Educ., vol. 112, no. 2, pp. 284–315, Apr. 2023, doi: 10.1002/jee.20515.[6] M. G. Eastman, M. L. Miles, and R. Yerrick, “Exploring the White and male culture: Investigating individual perspectives of equity and privilege in engineering education,” J. Eng. Educ., vol. 108, no. 4, pp. 459–480, Oct. 2019, doi: 10.1002/jee.20290.

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University

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

. J. Environ. Res. Public Health, vol. 19, no. 23, p. 16284, 2022.6. Renshaw, T. L., & Bolognino, S. J. (2016). "The College Student Subjective Wellbeing Questionnaire: A brief, multidimensional measure of undergraduate’s covitality." Journal of Happiness Studies, 17(2), pp. 463-484.7. Heslin, P. A., & Klehe, U. C. (2006). "Self-efficacy." Encyclopedia Of Industrial/Organizational Psychology, SG Rogelberg, Ed., vol. 2, pp. 705-708.8. Maddux, J. E., & Meier, L. J. (1995). "Self-efficacy and depression." In Self-Efficacy, adaptation, and adjustment, pp. 143-169. Springer, Boston, MA.9. Honicke, T., & Broadbent, J. (2016). "The influence of academic self-efficacy on academic performance: A

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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students’ desiredundergraduate major(s) while enrolled in an introductory mathematics course (Calculus I) takenat a four-year institution.Quantitative experimental data were collected from N=712 undergraduate Calculus I students ata private, highly-selective U.S. university during the fall 2020, fall 2021, and spring 2022semesters. Students took the Mathematics Attitudes and Perceptions Survey (MAPS) [6] and/orthe Short Form Test Anxiety Inventory (TAI-5) Questionnaire [26] at both the start and end ofthe semester. Of the N=712 responses, N=209 were matched responses (students completed atleast one question on both the pre- and post-survey). These matched survey data anddemographic information (gender) have been used to evaluate the change in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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2. Northwestern University CHEM E 520-0 Professional Development Course inChemical and Biological Engineering 1 ARDEI-related lesson and assessment plan. Assessments Lesson Week Intended Incidental Plan Activity Objective(s) Objective(s) Ongoing All Journal reflections 7 N/A /Weekly Groups of 3-4 students were given a set of 3-4 ARDEI-related terms. Why this Students provided definitions on 2 course? sticky notes and then rotated to other 2

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

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: 10.17226/25568.[2] T. Weiston-Serdan and B. Sánchez, Critical Mentoring: A Practical Guide, 1st ed. New York: Routledge, 2023. doi: 10.4324/9781003443872.[3] C. N. Baker, “Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance,” Soc Psychol Educ, vol. 11, no. 3, pp. 273–298, Aug. 2008, doi: 10.1007/s11218-007-9050-y.[4] H. Arksey and L. O’Malley, “Scoping studies: towards a methodological framework,” International Journal of Social Research Methodology, vol. 8, no. 1, pp. 19–32, Feb. 2005, doi: 10.1080/1364557032000119616.[5] K. Fernandez, A. G. Buhler, and S. M. Rivera-Jimenez, “Methods for Conducting a Scoping Literature Review on Institutional

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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Paper ID #41801Meritocracy and Colorblindness: The Perpetuation of Whiteness in EngineeringEducation Through False NarrativesDr. R. Jamaal Downey, University of San DiegoDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an associate professor with joint appointment in the Department of Bicultural-Bilingual Studies and the Department of Biomedical and Chemical Engineering at The University of Texas at San Antonio. Dr. Mejiaˆa C™s work examDr. Diana A. Chen, University of San Diego Diana A. Chen, PhD is an Associate Professor and one of the founding faculty members of Integrated

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez

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Agency. (2019). Community-port collaboration. Retrieved from: https://www.epa.gov/community-port-collaboration 3. Mendoza, D. L., Pirozzi, C. S., Crosman, E. T., Liou, T. G., Zhang, Y., Cleeves, J. J., Bannister, S. C., Anderegg, W. R. L., & Paine III, R. (2020). Impact of low-level fine particulate matter and ozone exposure on absences in K-12 students and economic consequences. Environmental Research Letters, 15(11), 114052. DOI 10.1088/1748- 9326/abbf7a 4. Cserbik, D., Chen, J.-C., McConnell, R., Berhane, K., Sowell, E. R., Schwartz, J., Hackman, D. A., Kan, E., Fan, C. C., Herting, M. M. (2020). Fine particulate matter

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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-9304- 92. K. S. McClain and A. Perry (2017) "Where Did They Go: Retention Rates for Students of Color at Predominantly White Institutions," College Student Affairs Leadership: Vol. 4: Iss. 1, Article 3.3. F. A. Freitas & L. J. Leonard (2011). “Maslow's hierarchy of needs and student academic success.” Teaching and Learning in Nursing, 6(1), 9–13. https://doi.org/10.1016/j.teln.2010.07.0044. T. L. Strayhorn (2019). College students' sense of belonging: A key to educational success for all students. Routledge, an imprint of the Taylor & Francis Group, pg. 4.5. S. Al-Qudah, J. Davishahl, E. Davishahl & M. Greiner (n.d.). “Investigation of sense of belonging to engineering in undergraduate

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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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

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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the introductory course, inwhich the faculty member was energetic and showed interest in supporting student learning.Since that first course, Ernesto noted a change in faculty support–in fact, in CS1 Ernesto was toldto find help outside of class because the faculty member was not able to assist in his learningbeyond class time. Ernesto described finding friends as a source of support based on his experience in the S-STEM program–this sense of community flourished in his third year as a student at theuniversity. He considers his own introverted nature and his self-consciousness about his Englishas possible factors that impacted his sociability in the department early in his schooling. Ernestoviews the department as one that can, at

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University

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the needs of those who are negativelyimpacted. The CPI can also function on a micro level as a pedagogical tool, aiding individuals inbetter understanding their privilege. Unpacking the "invisible knapsacks" of advantages anddisadvantages in computing is an essential step toward dismantling oppressive practices andprogressing equity in the field.References[1] J. Margolis, Stuck in the shallow end: education, race, and computing. Cambridge, MA: MIT Press, 2008.[2] S. B. Daily et al., “Alternate Pathways to Careers in Computing: Recruiting and Retaining Women Students,” presented at the 2013 ASEE Annual Conference & Exposition, Jun. 2013, p. 23.144.1-23.144.11. Accessed: May 14, 2022. [Online]. Available: https

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

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

education,” Journal of Engineering Education, vol. 108, no. 1,pp. 13–31, 2019.[11] S. Niles, S. Roudbari and S. Contreras, “Integrating Social Justice and Political Engagementinto Engineering,” International Journal of Engineering, Social Justice and Peace, vol. 7, no. 1,pp. 57-69, 2020.[12] National Academy of Engineers, “NAE Grand Challenges for Engineering”, EngineeringChallenges, 2022. [Online]. Available: http://www.engineeringchallenges.org/challenges.aspx[Accessed: October 27, 2022].[13] R. Roscoe, D. Becker, R. Branaghan, E. Chiou, R. Gray, S. Craig, R. Gutzwiller and N.Cooke, “Bridging Psychology and Engineering to Make Technology Work for People,”American Psychologist. vol. 74, no. 3, pp. 394-406, 2019.[14] B. Altay, “User-centered design

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

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literature 2007–2017.” Science & Technology Libraries, vol. 36 (3), pp. 235-273, 2017[2] S. D. Carver, J. Van Sickle, J.P. Holcomb, D.K. Jackson, A.H. Resnick, S.F. Duffy, N. Sridhar, A.M. Marquard, & C.M. Quinn. “Operation STEM: Increasing success and improving retention among mathematically underprepared students in STEM.” Journal of STEM Education: Innovations and Research, vol. 18(3), pp. 30–39, 2017[3] J.C. Drew, S. Galindo-Gonzalez, A.N. Ardissone, & E. W. Triplett. “Broadening participation of women and underrepresented minorities in STEM through a hybrid online transfer program.” CBE Life Sciences Education, vol. 15(3), pp. 1-10, 2016.[4] M. Estrada, M. Burnett, A.G. Campbell, P.B. Campbell

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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, master’s, and doctor’s degrees conferred by postsecondary institutions, by sex and discipline, 2014-15,” 2015. https://nces.ed.gov/programs/digest/d16/tables/dt16_318.30.asp[16] Stanford VMware Women’s Leadership Innovation Lab, 2019. https://womensleadership.stanford.edu/seedsofchange[17] C. Frieze and J. L. Quesenberry, “Broadening participation: How computer science at CMU is attracting and retaining women,” Communications of the ACM, Vol. 62, pp. 23-26, 2019.[18] S. Zhang, “Fostering a community of women in STEM,” November 2018. https://www.seas.harvard.edu/news/2018/11/fostering-community-women-stem[19] IEEE Women in Engineering (Professional group), 2019. https://wie.ieee.org/[20] Association for Computing

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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these conversations no development of critical consciousness will ever be achieved.References[1] J. A. Mejia, D. A. Chen, O. O. Dalrymple, and S. M. Lord, "Revealing the Invisible: Conversations about -Isms and Power Relations in Engineering Courses," in ASEE Annual Conference & Exposition, Salt Lake City, UT, 2018. [Online]. Available: https://peer.asee.org/30937. [Online]. Available: https://peer.asee.org/30937[2] D. A. Chen, M. A. Chapman, and J. A. Mejia, "Balancing Complex Social and Technical Aspects of Design: Exposing Engineering Students to Homelessness Issues," Sustainability, vol. 12, no. 15, p. 5917, 2020.[3] L. Winner, "Do artifacts have politics?," Daedalus, pp. 121-136, 1980.[4] J

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

integral for teacher evaluations assessing or promoting inclusive − Change needs to be implemented teaching − Hearing students’ voices is inclusivityAttention to Social Dimensions of LearningOur first theme, Attention to Social Dimensions of Learning, addresses beliefs related tointerpersonal connections between students and faculty and the importance of student s feelingcared for by their instructors. Both students and faculty believe that when there is some kind ofmeaningful personal connection, learning

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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generalizability.Data Collection and ContextRachel is a Hispanic woman pursuing an undergraduate degree in Computer Science atSoutheastern Public University (SPU), a Hispanic Serving Institution in the Southeastern UnitedStates. She is one of the participants admitted into a Scholarship and Support Program (SSP), anNSF S-STEM [18] program at SPU, launched in September 2021 as a collaborative scholarshipand educational research effort at three public research universities in the Southeast UnitedStates. The program is designed to support lower-income students pursuing a degree in acomputing field, including computer science, information technology, cybersecurity, andcomputer engineering, through scholarship and a variety of co-curricular activities, including

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

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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

Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette

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Diversity

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

experiences, they can further perpetuate achievement differences betweengroups of students.AcknowledgementsSpecial thanks and appreciation to Brian Self for meeting with us and sharing data from the DCIand Hillary Merzdorf for her contributions on the research team. Funding is from the NationalScience Foundation, EEC2047420. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] K. A. Douglas, A. Rynearson, S. Purzer, and J. Strobel, “Reliability, validity, and fairness: a content analysis of assessment development publications in major engineering education journals,” The International journal of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Lego, Pennsylvania State University

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Diversity

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

,” American Sociological Review, April 2009.[3] Hunt, V.; Layton, D.; and Prince, S., Diversity Matters [Public Report, McKinsey & Company, Online], Feb. 2, 2015. Available: https://www.mckinsey.com/~/media/mckinsey/business functions/people and organizational performance/our insights/why diversity matters/diversity matters.pdf. [Accessed Aug. 5 2021].[4] Noland, M.; Moran, T.; and Kotschwar, B., “Is Gender Diversity Profitable? Evidence from a Global Survey,” [Peterson Institute for International Economics, Working Paper Series, WP 16-3], February, 2016. Available: https://www.piie.com/sites/default/files/documents/wp16-3.pdf. [Accessed Aug. 5, 2021.][5] Watson, W.E. ; Johnson, L.; Zgourides, G.D., “The

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

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Culture & Social Justice in Education, Equity

the 4Rs as an empirically understood heuristic [29]. Thelimits of this single example are many: as a single example case, it doesn’t clarify the many waysacademic reviewing processes do harm for scholars from different positionalities or illustrate themany strategies authors can use to recognize, reveal, reject, and replace the harm and inequitythey encounter. However, these additional strategies are illustrated in our findings and suggestthat the 4Rs and the margin of maneuverability comprise an applied theory useful for addressinginequities within and outside of the academy.[1] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the Engineering Workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, Jan. 2005.[2] J. C

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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education. The curriculum created in thisstudy utilizes optical illusions, a LEGO activity, and a facilitator’s vulnerability to challenge theengineers in a way that is conducive to them learning the topic rather than automaticallydevaluing unconscious bias as social or political work. Replicating the curriculumimplementation is outside the scope of this study but should be further quantitatively investigatedfor effectiveness.Bibliography[1] S. M. Hossain, M. Hasan and M. G. Murtuza, "A Team Formation Framework for Managing Diversity in Multidisciplinary Engineering Project," International Journal of Engineering Pedagogy, vol. 7 (1), pp. 84-94, 01 02 2017.[2] "Unconscious Bias," March 2017. [Online]. Available: https://diversity.ucsf.edu

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

, facilitating the sharing ofinformation between faculty, and for bringing the authors together to work on this project.References[1] K. L. Sanford, P. J. Parker, M. W. Roberts, C. M. D. Wilson, M. R. Penn, R. Valdes- Vasquez and F. Paige, "Infrastructure Education in Unprecedented Times: Strengthening a Community of Practice," American Society for Engineering Education Annual Conference, 2021.[2] J. Lucena, Ed., Engineering Education for Social Justice: Critical Explorations and Opportunities, Springer Netherlands, 2013.[3] P. Hancock and S. Turner, "Actioning social justice into the engineering curriculum," International Journal of Engineering, Social Justice, and Peace, vol. 9, no. 2, pp. 1-37, 22 August 2023.[4] ABET