Displaying results 91 - 120 of 124 in total
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
frameworkthat recognizes the need for 1) initial and ongoing professional development for engineeringinstructors who seek to create and teach equity-centered courses, and 2) a collective effort bydepartment leaders and teams of faculty that receive ongoing support for their efforts fromconception and design of equity-centered courses and through implementation and evaluation ofthese curricular reform efforts. This holistic approach faces an important challenge, which is toaccommodate different users in different contexts while providing concrete, practical guidance.We plan to address this challenge by partnering with early adopters (departments andindividuals) to study the framework. We will study their experiences as department leaders andinstructors
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
models of parts and assembly, manufacturing drawings and 3Dprinting) and constitutes 40% of the students’ overall course grade.Students also work on Team projects in the freshman design course. Five-member teamscollaborate on the ideation, sketching, planning, designing, modeling, assembly and functionalanimations of proposed large engineering structures. Students divide the overall assembly into amanageable number of subassemblies, and delegate tasks so that each member contributes toparts modeling, assembly, animation, checks for functionality, and documentation. Using a socio-technical project-based learning model, the assignment tasks students with designing asustainable product to address the UN’s Sustainable Development Goals (SDGs). This
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa Ellen Ko, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
similar meaning into categories toform themes. For example, the three preliminary codes mentioned earlier in this paragraph werecombined into a theme of a sense of belonging to Engineering. For more examples refer tocolumn three in Table 2. To enhance the quality and trustworthiness of the study planning, datacollection, analysis, interpretations, and reporting, we solicited feedback from the research teamon all steps of the study. This included but was not limited to revising the interview protocol andcodebook, piloting interviews, and soliciting feedback from co-authors and other colleagues ascoding and analysis progressed through the project [25].Table 2. Example analytic process for data excerptsInterview excerpts [1
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, planned graduation year, and names of anymentors or supporters (e.g., gender, title, and role). This research recruited ten people in total as aresult of the participant recruitment activity. The Table 1 below displays the general backgroundof the participants. Table 1. Participants recruited in the study Name Academic year Major Region Ethnic group Autumn fourth or above Construction Management Midwestern Chinese Kat third year Civil Engineering Western Taiwanese Marielle third year Civil Engineering Midwestern Chinese Ana fourth or above Civil Engineering Western
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
the lab and going to our work area. And this is the whole of the canoe which concrete gets placed on. And then that's how the canoe is created. So, I think this glimpse made me feel like an engineer because throughout my college career so far, most of our work has been just very ... Like writing, you don't actually get to see real-world applications.”Under theme 2, students described spaces where they were able to get together with other students tosocialize and plan outside of the classroom setting such as crafting projects, club meetings, and potlucks.One University B student described her crafting project, Figure 4: Cider made by RedShirt student to unwind after a test. “I was like in a quiz
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
-long professional development program focusedon educating institutional teams of faculty, campus leadership and faculty developers about theInclusive Professional Framework and how to integrate its components, individually and asteams, to improve STEM faculty inclusive behaviors. During the Institute, participants explorethe IPF by engaging in a mix of expert presentations, discussions, case-based scenarios, roleplays, as well as individual and group reflection. Teams action plan to operationalize learning inboth their individual roles and at an organizational level. In addition, participants can engagewith an ongoing Community of Practice. To gauge the impact of participation in the ASI, participants were invited to completelinked pre
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
-Emotional Factors in Black College Students,” Counseling Psychologist, vol. 50, no. 5, pp. 594–621, 2022. [Online]. https://journals-sagepub-com. Available: [Accessed Jan 10, 2023].[20] M. Ojala, “Hope and Anticipation in Education for a Sustainable Future,” Futures: the journal of policy, planning and futures studies, vol. 94, pp. 76–84, 2017. [Online]. Available: https://doi.org/10.1016/j.futures.2016.10.004. [Accessed Jan 10, 2023].[21] P. Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed, Rio de Janeiro: Paz e Terra, 1992.[22] D. Webb, “Paulo Freire and the need for a kind of education in hope,” Cambridge Journal of Education, vol. 40, no. 4, pp. 327–339, 2010. [Online]. Available: http.//web-s
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
financing, whilecommunities of racial and ethnic populations were noted as moderate- to high-risk areas andmarked in red. These planning and financial policies essentially devalued properties in high-riskareas and limited access to financial resources for residents of these areas. What resulted waslimited development of amenities (e.g., parks, landscaping, and sidewalks) and excessdevelopment of major infrastructure (e.g., freeways, major arterials, and industrial facilities) inthe devalued areas. The combination of which creates untenable consequences for its residentsincluding vast amounts of paved surfaces creating urban heat islands; proximity to high levels ofvehicle emissions and degraded air quality; increased fatalities from crossing at
- Conference Session
- Special Topics: Conscious Considerations
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Behrooz Parhami, University of California, Santa Barbara
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
themselves. Men who are less qualified, both academically andtechnically, are hired, while some intelligent and well-prepared women go unemployedor are forced to work outside their fields of expertise. High academic achievement isviewed by Iranian women as a kind of insurance policy to make discrimination lesslikely, or at least more difficult. However, not all discrimination against women isintentional, as aptly noted by Perez [36], who extensively catalogues the ways in whichwomen are missing from data sets used for planning and decision-making. Defying family and societal norms, which deem women less capable than men,is another motivating factor for Iranian women. Discriminatory employment laws add towomen’s challenges, but even without
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
woman (she/her) Engineering Yes Dr. O Black woman (she/her) Engineering Yes Dr. Wu Black woman (she/her) Natural Science YesData AnalysisThe data was analyzed using a general inductive analytic plan, meaning we analyzed theinterviews in line with the conceptual framework and study’s objectives [63], [64]. The first stepof the data analysis involved reading through the transcripts so the lead researcher couldfamiliarize themselves with the data. Next, the lead researcher identified significant statements ineach of the interviews pertaining to codes reflective of the Collins’ [11] domains of powerframework. The interpersonal domain code was created to describe when a participantmentioned
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
are many homeless people who do not wish to get on their feet. This ruins government housing because they take advantage of a way to get themselves on their feet. There are people who use this for good, to help progress themselves, but I do not think this is generally the case.As the statement indicates, there was the perception that people who experience homelessnesstake advantage of the government and only a few plan on progressing. Similarly to the previousstudent response, some students also mentioned that “some people are homeless by choice,”where the discourse of “choice” was used to explain or justify continued inequalities in oursociety. In some instances, students combined meritocracy and deficit perspectives
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
there is a course management challenge, and it is incumbent upon the instructor to ensurethat there are support mechanisms for students who may be struggling with the course materials.In addition to the training of peer tutors and TAs, in my case this has meant ensuring that wheneverI am teaching CS 1, I have accounted for extra time needed for the course. In the CS 1 course studentsare required to meet with me 1-on-1 which helps me assess student progress as well as strategize,often with student agency, how to help each student succeed. Active learning and peer learningtechniques are also critical to ensuring there is a greater opportunity for students to learn from eachother and form a learning community. In the future, I also plan to
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
to make engineering education more inclusive in different ways.For instance, Rooney (2020) developed a workshop that helped faculty work through topics suchas implicit bias, growth mindset, interpersonal and teamwork skills, and other evidence-basedpractices that can promote inclusivity. Further, Dewsbury & Brame (2019) developed aninteractive guide that would help instructors develop inclusive teaching practices. They emphasizethe role of instructor empathy and self-awareness as well as the kinds of classroom climates theycreate. Relatedly, Hunter et al. (2010) lay out a professional development plan for lab instructionthat emphasizes diversity, equity, and inclusion in STEM. They focus on diversity in terms oflearning styles and
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
ofnew engineering pedagogy focused on Human Rights. We then explain the methodologyemployed for our survey and introduce our preliminary results. The paper concludes withlessons learned, derived from our survey responses and course evaluations, and future plans.1 The University of Connecticut’s broader Engineering for Human Rights Initiative (EHRI) is “a collaborativeventure between UConn’s College of Engineering and the Gladstein Family Human Rights Institute that addresseshuman rights implications of the most significant challenges in engineering and technology.” Seehttps://engineeringforhumanrights.initiative.UConn.edu/ 3 ASEE 2024HUMAN RIGHTS
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Clay Walker, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
). "Professors Plan Summer AI Upskilling, With or Without Support." Inside Higher Ed.Bogost, Ian. "The First Year of AI College Ends in Ruin." The Atlantic 16 (2023).Di Bitetti, M. S. & Ferreras, J. A. (2017). “Publish (in English) or perish: The effect on citation rate of using languages other than English in scientific publications." Ambio, 46, 121- 127.Duin, A. H. & I. Pedersen. (2021). Writing Futures: Collaborative, Algorithmic, Autonomous. Studies in Computational Intelligence, v. 969. Springer. https://doi.org/10.1007/978-3- 030-70928-0Duin, A. H., et al., (2023). “Stronger Relationships, Stronger Programs: Asserting Expertise for a Generative AI Landscape.” Council of Professional
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
for participation, and instructsthe youth to clean up the space before leaving the room. Discussion. The final group presentations reflected the group dynamics in the designingand the building of the bridge. Vermillion of Graphite's group takes full ownership of thephysical design and harm reduction planning of the bridge. This was the only group that did notproperly build the bridge across the water, as the group's final decision of the park and thefactory stayed on the east side of the river. Additionally following Graphite's laid-backleadership style, his understanding of how their decision may reduce harm showed no greaterunderstanding than Vermillion's despite an age gap of approximately five years. In Charteruse'sgroup
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
readings and activities, 2) students’ familiarity with thetopic based on prior knowledge and experiences, and 3) the nature of our reflection prompts.Based on these findings and the three aforementioned explanations, we are currently makingadjustments to the course to better meet our learning goals: students learning the importance andnecessity of sociotechnical justice analyses in engineering and data science. After our analysis,the findings identified offshore wind as a topic and set of resources that were not helpingstudents conceptualize bias, differential impacts, and cause of societal outcomes as richly as wehoped. As a response, we plan to replace offshore wind with a different topic. To contend withthe issues of student lack of familiarity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
] • Lack of clarity on tenure/promotion [7], [14] • Higher expectations and less networking [7] • Tenure system structure [19] •Personal concerns 3 Family issues (parental status, childcare, caregiving, household responsibilities, family planning) [5], [14] • Low self-confidence [12]Not specified
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
hearing all voices prior to decision-making takes time. Dr. Cox was leading this project with several of the “antidotes” to urgency described by Okun, including a commitment to equity and a work plan based on the experience of the people involved [33]. This Dialogue with Dr. Cox completely reshaped my idea of what true collaboration means and forced me to reflect on how often “urgency” got in the way of inclusive collaboration in my past work. I have grown to recognize my impatience when decision-making is taking a “long time” and to challenge the root of that impatience.Embracing differences through Dialogue can help develop accomplice behavior [11]. Workingwith Dr. Cox has challenged Dr. Ita to move
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
engineering in undergraduate engineering through asocial justice lens. Future work needs to continue to investigate the challenges and benefits tosuch integration from the perspectives of the students and the instructors, which we plan topursue through future empirical work. The papers that we focused on in this review containthorough descriptions of the development and implementation of curriculum that integrate socialand technical aspects of engineering through a social justice lens, which is an essential first stepin working towards this goal. For example, Mejia et al. [23] describe in detail the developmentand implementation of two courses, and Hendricks and Flores’ [34] described in detail thecurricular materials that they used. While Mejia et
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37635Examining the Impact of Introductory Mathematics Courses onUndergraduate Students’ Desire to Pursue a STEM MajorSydney Hunt, Duke University Sydney Hunt is a Reginaldo Howard Memorial Scholar at Duke University (Class of 2023). She is ma- joring in Electrical/Computer Engineering and Computer Science with a concentration in Artificial Intel- ligence and Machine Learning. She is also minoring in Gender, Sexuality, and Feminist Studies. Syd- ney plans to pursue a Ph.D. in Electrical/Biomedical Engineering post-graduation while continuing to be heavily involved in organizations dedicated to mentoring and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Harpreet Auby, Tufts University; Milo Koretsky, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Halston’suse of “praise” equalizes the voice and input of a lower-status student relative to a higher-statusstudent. Deliberate use of praise to boost self-esteem requires much thought on an LA's partbecause they need to be attentive to the motivations they bring into their instructional moves andmake sure that they recognize specific competencies in assigning praise (as opposed to generic,effusive praise).Understanding how LAs construct and understand what status-based inequalities look like withinthe classroom and how they plan to navigate them has important implications for interpretingtheir role as potential status interventionists. LAs are mediators in various aspects of a student’slearning, and their roles as agents within the classroom activity
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
changes. The iteration aims to ground our work in praxis [12] and transform thecurriculum through reflective action.Conceptualizing the engineering curriculumWe would like to start by clarifying what we mean by a curriculum because the definitions ofa curriculum range from everything that happens in a course [13] to a plan for learning [14]to the materials used for teaching [15], [16]. The word curriculum is often not even defined inthe literature, assuming a shared understanding of this word. However, it is crucial to definecurricula since they are not ahistorical or apolitical. Like knowledge, curricula are sociallyconstructed and reflect the ideologies of those in power [15]–[18]. Dei [18] insists that thecurriculum is “a social construction
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37342Talking Tech: How Language Variety in Engineering Curriculum InstructionCan Ease Delivery and Engage StudentsIngrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University. She works to teach from an integrated sociotechnical perspective in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting
- Conference Session
- Special Topics: Conscious Considerations
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky
- Tagged Divisions
- Culture & Social Justice in Education, Equity
. Hartley, "Increasing Resilience: Strategies for Reducing Dropout Rates for College Students with Psychiatric Disabilities," American Journal of Psychiatric Rehabilitation, vol. 13, no. 4, pp. 295-315, 2010, doi: 10.1080/15487768.2010.523372.[12] D. E. Montaño and D. Kasprzyk, "Theory of reasoned action, theory of planned behavior, and the integrated behavioral model," in Health behavior: Theory, research, and practice, 5th ed. San Francisco, CA, US: Jossey-Bass, 2015, pp. 95-124.[13] D. L. Morgan, "Pragmatism as a Paradigm for Social Research," Qualitative Inquiry, vol. 20, no. 8, pp. 1045-1053, 2014/10/01 2014, doi: 10.1177/1077800413513733.[14] V. Yefimov, "On Pragmatic Institutional Economics," 12/03 2003
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Changing How We Pursue Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
(navigational capital).While the community cultural wealth Sylvia possessed and the additional capital developedthrough her experience with identity-based organizations supported her successful completion ofa computer science bachelor’s degree, she indicated that she was not planning to pursue agraduate degree because she had an obligation to take care of her aging parents in the wake ofher sister’s death. So my parents are elderly. My, well, I don't know if they think they're elderly, but like they're changing now. And my older brothers, they're like 10 and 12 years older than I, so they're kind of like living their own lives. And like I said, one of them has his own family. And so I feel like there's like a responsibility for