Displaying results 91 - 120 of 130 in total
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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- Culture & Social Justice in Education Division (EQUITY), Equity
Ebony McGee and Lydia Bentley The Equity Ethic: Black and Latinx College Students 2 reengineering their STEM careers toward Justice 8 Donna Riley Hidden in Plain View: Feminists Doing Engineering Ethics, 1,2,3* Engineering Doing Feminist Ethics 9 Cindy Rottman and Douglas Reeve Equity as Rebar: Bridging the Micro/Macro divide in 1,2,3 Engineering Education 10 Ramzi N. Nasser and Michael H. Social Justice and the Engineering Profession: Challenging 1,2 Romanowski
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao
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Connecticut. In addition, Campbell-Montalvo is Co-PI on a $500,000 NSF grant that seeks to improve inclusion in biology education and biology education research through the Inclusive Environments and Metrics in Biology Education and Research network. Prior to her current role, Dr. Campbell-Montalvo was the Program Assistant for the National Institute of Health’s Maximizing Access to Research Careers Undergraduate Student Training in Academic Research program in the Department of Chemical and Biomedical Engineering at the University of South Florida.Mrs. Hannah Cooke, University of Connecticut Hannah Cooke is a doctoral student in Curriculum and Instruction with a focus on Science Education at the University of Connecticut
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University
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entertaining any prejudice against me” (cited in Ahmed et al. 2006, p. 77). They are not expecting you. Discomfort involved this failure to fit. (p. 41) ASEE 2021A sense of belonging, therefore, can implicate how well a student feels that they fit into aparticular discipline, field, or career based on a level of comfort and acceptance offered by thatspace. It, in turn, influences students’ confidence in their own ability to succeed and themotivation needed to persist in the field [7], [15]-[17]. As Brammer [9] indicates, In other words, when women and girls believe that others – society, teachers, mentors, or parents – hold stereotypical beliefs that females are somehow less able to
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College
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Eileen O’Connell, Wilbur Wright College Bridget O’Connell is an Academic and Career Coordinator for the Engineering Program at City Colleges of Chicago-Wilbur Wright College. She has a Master of Science in Higher Education Administration and Policy, a Bachelor of Science in Electrical Engineering, and worked in engineering industry for thirteen years. She is committed to serving underrepresented students in their pursuit of engineering education.David Potash, Wilbur Wright College David Potash has served as president of Wright College, one of the City Colleges of Chicago, since 2013. The first CAO at Curry College in Milton, MA, Potash was Associate Provost at Hunter Col- lege and Baruch College, CUNY. Trained as an
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
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with a deep knowledge of this borderland area as a localinhabitant, a first-generation student, and a Mexican American mixed-race person. My educationin history, anthropology, and technology education along with my professional experiences inSTEM focused on K-12 and higher education informs my approach to supporting undergraduatestudents in STEM. I know how to connect with students and enjoy interacting with them in myrole as a graduate research assistant.Author3. I am a Hispanic engineer eager to provide mentoring and guidance to minorityundergraduate students, interest them in scientific careers, and encourage them to pursuegraduate studies. I have experience in advising student organizations, such as the Society ofHispanic Professional
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Clay Walker, University of Michigan
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“Writing is both a cognitive process and a deeply social process” (p. 583). Teaching engineeringstudents to write supports the development of their capacity to critically develop relationshipsbetween their communication purpose, intended audience, and the arguments, evidence, andreasons that will persuade their readers. Also, it supports their ability to build, test, and criticallyreflect on knowledge. Thus, Berdanier and Alley argue, “we do not think that outsourcing this[writing] process is good for the development of expertise, especially for early career[engineering] students” (p. 583). Engineering educators should thus attend to the when/howwriting is taught with/without GenAI. As Irish (1999) explains, “Careless use of writing may
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- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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INTRODUCTIONEngineering has a considerable role in addressing many of the challenges facing society. Engineeringschools and the engineering professional bodies have increasingly recognized that for the engineeringdiscipline to reach its full potential, all segments of society must be included. Engineering mustactively engage and help promote the pursuit of engineering education and engineering careers withthose individuals who have been historically under-represented within the field. For example, femaleparticipation in the engineering profession is considerably below the proportion of females in societyat large (Figure 1). As a result of this differential, Engineers Canada launched the 30 by 30 EngineersCanada initiative which aims by 2030 to increase to 30
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
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than men to persist in completing a STEMdegree: More than the individual. Personality and Individual Differences, Volume 190, 111532,ISSN 0191-8869, https://doi.org/10.1016/j.paid.2022.111532.[5] Tai, J., Ajjawi, R., Bearman, M., Boud, D., et al. (2023). Assessment For Inclusion:Rethinking contemporary strategies in assessment design. Higher Education Research andDevelopment, 42 (2), 483-497.https://doi.org/10.1080/07294360.2022.2057451[6] Brown, & Matusovich, H. M. (2016). Career Goals, self-efficacy and persistence inEngineering Students. 2016 IEEE Frontiers in Education Conference (FIE), 1–5.https://doi.org/10.1109/FIE.2016.7757465[7]Hamrick, Karen. (2019). Women, Minorities, and Persons with Disabilities in Science andEngineering: 2019
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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, which is very important for the students, the redesign teamincludes instructors with experience in academia (instructional, tenure line, instructional 2-yearcollege), industry, and government.Purpose of the StudyIn their recent report titled 'Advancing Antiracism, Diversity, and Equity Inclusion (DEI) inSTEMM Organizations: Beyond Broadening Participation,' the National Academies advocate forincreasing minority representation in science, technology, engineering, math, and medicine(STEMM) fields. They also highlight the need for systemic changes aimed at providing bettersupport for minority groups. The focus is on not only facilitating entry into STEMM educationbut also fostering environments that enable career advancement within universities
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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emphasis in Energy and Climate from Cal PolyHumboldt in 2023. As a graduate student in the Engineering and Community Practice Program I ampreparing for a career in service to our local tribal communities, in particular supporting their autonomyin the face of numerous climate change impacts.Natalie Mendez My name is Natalie, and I am a first-generation American whose family immigrated tothe United States from Sahuayo Michoacán. My hometown, Sahuayo (Nahuatl: Tzacuātlayotl), resides onP'urhépecha land, and its name translates to “turtle-shaped pot” in the Nahuatl language. I do not claimtribal affiliations, nor can I trace back my Indigenous roots, if any, to any particular people, but for aslong as my family has known, we have lived in this region
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
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aredisproportionately negative impacts for traditionally underrepresented students (i.e., Black,Hispanic, and Native American and/or Alaska Native individuals [4]) who often experienceadditional challenges that threaten their persistence and completion of their engineering degree.Representation issues within STEM and the associated challenges for students of color are oftenfurther exacerbated within predominantly white institutions (PWIs) [5], [6].Despite the fact that faculty are often more invested in scholarship than teaching [7], qualityinstruction is critical for the successful transfer of knowledge and achievement of studentlearning outcomes, degree completion, and a career in the profession. While engineeringeducation scholarship offers numerous
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- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington
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et al., ‘Assisting students with high-incidence disabilities to pursue careers in science, technology, engineering, and mathematics’, Interv. Sch. Clin., vol. 48, no. 1, pp. 47–54, 2012.[14] K. A. Mack et al., ‘Maintaining the Accessibility Ecosystem: a Multi-Stakeholder Analysis of Accessibility in Higher Education’, in Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility, 2023, pp. 1–6.[15] A. Phillips et al., ‘Online disability accommodations: Faculty experiences at one public university.’, J. Postsecond. Educ. Disabil., vol. 25, no. 4, pp. 331–344, 2012.[16] M. Tamjeed et al., ‘Understanding disability services toward improving graduate student support’, in
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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. Engineering practice for me became as much about interaction withthose individuals and collaborators as the technology itself. Leydens and Lucena present aframework in their book Engineering Justice [5] that establishes methods for integrating criteriain courses such that the human factors rampant in engineering practice are present in engineeringeducation. This was the missing link for me when I was a student preparing to apply forinternships, jobs, and try to formulate an idea in my mind concerning how a career inengineering might materialize and be fulfilling.Research approach and rationaleThe focus of the field observations in this study was the creation of knowledge through themutual understanding of the instructional faculty and students within
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
STEM persistence for underrepresented minority students attending predominantly white institutions. Journal of Career Development, (2023), 50(1), 87-103.[12] D. Chakraverty, A cultural impostor? Native American experiences of impostor phenomenon in STEM. CBE—Life Sciences Education, 2022, 21(1), ar15.[13] E. O. McGee, P. K. Botchway, D. E. Naphan-Kingery, A. J. Brockman, S. Houston, & D. T. White, Racism camouflaged as impostorism and the impact on Black STEM doctoral students. Race Ethnicity and Education, (2022), 25(4), 487-507.[14] J. L. Mondisa, J. Millunchick, C. Davis & D. Koch, The University of Michigan's M-STEM academies program: Examining the social community of future engineers. In 2016 IEEE Frontiers in
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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10 Graduate School,” Equity Excell. Educ., vol. 47, no. 2, pp. 167–186, Apr. 2014, doi: 10.1080/10665684.2014.900394.[15] E. Ramirez, “Unequal socialization: Interrogating the Chicano/Latino(a) doctoral education experience,” J. Divers. High. Educ., vol. 10, no. 1, pp. 25–38, Mar. 2017, doi: 10.1037/dhe0000028.[16] R. Winkle-Wagner, D. L. McCoy, and J. Lee-Johnson, “Creating Porous Ivory Towers: Two-Way Socialization Processes that Embrace Black Students’ Identities in Academia,” in Socialization in Higher Education and the Early Career: Theory, Research and Application, J. C. Weidman and L. DeAngelo, Eds., in Knowledge Studies in Higher Education. , Cham: Springer International Publishing
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton
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course.Implementation of Mastery-Based Learning (MBL):An MBL course prioritizes depth over breadth, so begin by viewing your course in terms of theskills you want your students to learn and demonstrate—the key skills and outcomes thatstudents need to be successful in their future courses and careers. While these outcomes can spanBloom’s Taxonomy [14], in practice there is a limit to the number of skills students can beassessed (and reassessed) on, so skills based on the apply, analyze, evaluate or create outcomelevels are generally more appropriate. The goal of this section is to describe the process throughwhich we transitioned our traditional assessment course (fall 2022, Circuit Analysis) to amastery-based course (fall 2023) with enough details and tips
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine
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Paper ID #38354An NSF-Funded Professional Development Series for Advancing Inclusion ata Hispanic-Serving InstitutionDr. Pheather R. Harris, University of California Irvine Dr. Harris has worked in postsecondary education for over two decades in various capacities. She be- gan her career at Santa Monica College as a counseling aid at the Extended Opportunities Programs and Services office prior to her role as an Assistant Director of Admissions at the University of Southern California. She then moved to Cambridge, MA to pursue her Master’s Degree in Higher Education, with a focus on Risk and Prevention, and began working at
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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method in engineering programs. While theteamwork notion is not new, its application and importance are in current interdisciplinaryprofessional engineering careers. Developing more effective teams in which gender and racialminorities can exhibit their potential and enhance their capabilities adds another layer to theimportance of the subject. Teamwork skills are generally developed in group activities, althoughtypically there is no formal training for that, and it is left to students to practice. The currentstudy explored different aspects of teamwork in engineering programs, especially with a focus onthe role of gender and race. For this purpose, participants were categorized based on their genderand race, and since the percentage of non-white
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- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jacqueline Handley, University of Michigan
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gender in science class,” J Res Sci Teach, vol. 52, no. 4, pp. 474–488, Apr. 2015, doi: 10.1002/tea.21224.[23] S. J. Basu, “Powerful learners and critical agents: The goals of five urban Caribbean youth in a conceptual physics classroom,” Science Education, vol. 92, no. 2, pp. 252–277, 2008, doi: https://doi.org/10.1002/sce.20241.[24] A. Godwin, G. Potvin, Z. Hazari, and R. Lock, “Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice,” Journal of Engineering Education, vol. 105, no. 2, pp. 312–340, 2016, doi: 10.1002/jee.20118.[25] E. B. Moje and C. Lewis, “Examining opportunities to learn Literacy: the role of critical sociocultural literacy research,” in Reframing
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- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University
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- Culture & Social Justice in Education Division (EQUITY), Equity
likely to switchout of engineering (Benson et al., 2019; Marra et al., 2012; Seymour & Hewitt, 1997), and showdecreased interest in pursuing engineering careers (Good et al., 2012; Lichtenstein et al., 2014). Developing a sense of belonging in engineering learning environments can beparticularly difficult for women, students of color, and students with disabilities because of theracism, sexism, and ableism they encounter throughout their postsecondary journey, however,students experiencing marginalization have also been known to resist systemic factors thatmarginalize them (Espinosa, 2011; Reinholz & Ridgway, 2021; Rodriguez & Blaney, 2021). Interestingly, much of the literature that focuses on the sense of belonging
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- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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Paper ID #41951Websites as Gateways to Inclusive Partnerships: Examining Diversity Representationfor Environmental Nonprofits and Engineering Programs in Buffalo, NewYorkDr. 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
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
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engaging in equity-focused curricular and instructional change efforts, as well as theimpact of newly designed courses on students’ and instructors’ experiences and learning. Thiscomprehensive effort will be needed to support refinement of the framework before we engageadditional partners beyond our home institution to further study and refine the framework indifferent institutional and disciplinary contexts.References[1] E. McGee & L. Bentley. The Equity Ethic: Black and Latinx College Students ReengineeringTheir STEM Careers toward Justice. American Journal of Education (Vol. 124): 1-36, 2017.[2] R. Hughes, J. Schellinger, B. Billington, B. Britsch, & A. Santiago. A Summary of EffectiveGender Equitable Teaching Practices in Informal STEM
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University
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Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. ©American Society for Engineering Education, 2024 Paper ID #43790 Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia
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.i3.20.[61] L. Kekelis and J. Wei, “Role models matter: Promoting career exploration in after-school programs: Or, if it’s worth doing, it’s worth doing right,” 2010. [Online]. Available: https://stelar.edc.org/sites/stelar.edc.org/files/ITESTAfterschoolConvening- WhitePapers.pdf[62] C. Lachapelle et al., “Engineering is Elementary: An evaluation of years 4 through 6 field testing,” Boston, 2011. [Online]. Available: http://d7.eie.org/sites/default/files/research_article/research_file/imd_yrs_4- 6_report_final.pdf[63] C. Tomko, “Components of inclusive education,” 2006.[64] N. Kunc, “The need of belong. Rediscovering Maslows hierarchy of needs,” in
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell
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-constructors who identified as Black and enrolled in a STEM doctoral programwithin the United States at the time of data collection were eligible for the study. We created arecruitment flier that invited Black doctoral students in STEM to work with our research team toshare their experiences within the culture of their doctoral program, their relationship with theiradvisor, and how those things impact their mental health and career trajectory decisions. The flierprovided a link to sign up for the study and provided information about compensation. Wedistributed it through related social media outlets and email listservs.Table 1: Co-constructor demographic information. In the final column of the table, the number of “+s” following“Black” indicates the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel
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. Riegle-Crumb et al. [30], in a survey of 229 Asian and White women attwo universities in chemistry and chemical engineering, measured women’s future commitmentto working in STEM, perceptions of agentic (being able to use skills to do enjoying work) andcommunal opportunities in STEM fields, and faculty/student interactions. They found thatagentic occupational affordances were a strong predictor of students committing to pursuing aSTEM career. They also found that White women who had higher satisfaction with facultyinteractions had higher commitment to pursuing STEM. Instructors may also have a role in the development of a sense of belonging, eitherpositive or negative, through their interactions with students. Sense of belonging, or
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech
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inclusive learning environments and mentorship practices. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN).Ms. Jazmin Jurkiewicz, Virginia Tech Jazmin Jurkiewicz (she/they) is a fourth-year PhD candidate in Engineering Education at
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Theo Sorg, Purdue University
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/0038038520904918.Appendix[A1] T. L. Ross and L. Romkey, “Post-secondary Work Integrated Learning Through STEM Outreach,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A2] A. T. Stephan, E. A. Stephan, L. Whisler, and A. I. Neptune, “Peer Sharing Presentations in a First-Year Engineering Learning Strategies Course,” presented at the 2020 ASEE Virtual Annual Conference, ASEE Conferences, Jun. 2020. doi: 10.18260/1-2--35047.[A3] A. Godwin et al., “CAREER: Learning from Students’ Identity Trajectories to Actualize Latent Diversity,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A4] S. R. Ross, “Supporting your neurodiverse student population with the Universal
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- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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, W.F. Denetclaw, C.G. Gutiérrez, S. Hurtado, G.H. John, J. Matsui, R. McGee, C.M. Okpodu, T.J. Robinson, M.F. Summers, M. Werner-Washburne, & M. Zavala. “Improving underrepresented minority student persistence in STEM.” CBE Life Sciences Education, vol. 15(3), pp. 1-10, 2016.[5] L.V. Garcia-Felix. “Latinos not engaging in science, technology, engineering and mathematics (STEM) careers.” Journal of Academic Perspectives. Vol 4, pp. 1-21, 2019.[6] D. Hernandez, S. Rana, A. Rao, & M. Usselman. “Dismantling stereotypes about Latinos in STEM.” Hispanic Journal of Behavioral Sciences, vol. 39(4), pp 436-451, 2017.[7] C. Peralta, M. Caspary, & D. Boothe. “Success factors impacting Latina/o
- Conference Session
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- 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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, “Social capital, teamefficacy and team potency: The mediating role of team learning behaviors,” Career DevelopmentInternational, vol. 16, no. 1, pp. 82-99, 2011.[18] J. P. Kotter, Leading Change. Boston, MA: Harvard Business School Press, 1996.[19] F. C. Lunenberg, “Managing change: The role of the change agent,” International Journalof Management, Business, and Administration, vol. 13, no. 1, pp. 1-6, 2010.[20] C. A. Hernandez, “Theoretical coding in grounded theory methodology,” Grounded TheoryReview, vol. 8, no. 3, pp. 1-13, 2009.[21] J. A. Holton, “The coding process and its challenges,” in The Sage Handbook of GroundedTheory, A. Bryant & K. Charmaz, Eds., London: SAGE, 2007, pp. 265-289.[22] K. Charmaz & L. L. Belgrave, “Grounded