Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

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. What question(s) do you still have? 4. How can you incorporate what you learned in the zoom discussion in your report for the project?Then each student had to reply to at least two peers’ posts and do one of the following tasks: 1. Give ideas for how they can answer their question(s). 2. Share some feedback to their thoughts about their project.Finally, for one of the projects, the students completed peer reviews of each other’s reports. Eachstudent read, graded and gave feedback on two other reports. The purpose of the peer reviews wasto allow the students to learn about topics they did not choose and to learn from their colleagues’reflections and change sections.Mechanical Systems Design: Module 1 DescriptionTo date, one

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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seesuch contradictions as an indication of untruths, falsehoods or misrememberings, but rather as areflection of [the] various and competing reasons for telling a story and the constraints on suchtellings” (Woodiwiss, 2017, p. 25).Stories Both Liberate and ConstrainStories are essential as they allow the “emergence of hitherto suppressed voices—the untoldstories that cannot be made heard in other presentational regime” (Kociatkiewicz & Kostera,2023, p. 9). Stories allow us to make sense of our world, and when we only have stories thatadhere to the dominant narrative, this “render[s] personal experiences irrelevant” (Woodiwiss,2017, p. 24). When underrepresented groups apply dominant narratives to attempt to make senseof their lives, this

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University

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, M., Hayes, J. A., Locke, B. D., & Lockard, A. J. (2018). Treatment- seeking college students with disabilities: Presenting concerns, protective factors, and academic distress. Rehabilitation psychology, 63(1), 55.Freeman, M. T., Anderman, L., & Jensen, M. J. (2012). Establish a sense of belonging. The Journal of Experimental Education, 75(3), 203.Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of personality and social psychology, 102(4), 700.Groen, C. J., Paretti, M. C., McNair, L. D., Simmons, D. R., & Shew, A. (2018, April). Experiencing disability in undergraduate civil engineering education: An

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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the school’s Green Team led her to grapple with the role science educators play in advancing environmental justice. She holds a MA in Curriculum and Instruction and a BS in Biological Sciences from the University of Connecticut.Dr. Chrystal Smith, National Science Foundation Chrystal A. S. Smith, Ph.D., is a cultural anthropologist with expertise in diversity, equity, and inclusion in STEM education. Her research uses social science theoretical frameworks to examine how implicit factors such as culture and social capital influence the persistence of students belonging to groups historically underrepresented in STEM education. Currently, she is a Program Officer in the Division of Equity for Excellence in STEM

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, 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

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

other processes for sustainingmovements.AcknowledgementsThe authors would like to thank the RED teams for their participation in the RED community ofpractice. The authors would also like to thank Dr. Jelani Ince for his time and effort in providingus with constructive feedback. This research was supported by the National Science Foundationunder Grant No.’s #1649379, #1649318, #2005244, and #2005307. Any opinions, findings,conclusions, or recommendations expressed in the material are those of the authors and do notnecessarily reflect those of the National Science Foundation.References[1] D. McAdam, Political Process and the Development of Black Insurgency, 1930-1970.University of Chicago Press, 1985.[2] B. Edwards and M. Kane, "Resource

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Diversity

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: A fourfold classification,” British Journal ofManagement, vol. 14, no. 2, pp. 131-142, 2003.[2] J. R. Hackman and A. C. Edmondson, “Groups as agents of change,” in Handbook oforganization development, T. Cummings, Ed. Thousand Oaks: SAGE, 2008, pp. 167-186.[3] L. Long III. and J. A. Mejia, “Conversations about diversity: Institutional barriers forunderrepresented engineering students,” Journal of Engineering, vol. 105, no. 2, 2016.[4] E. J. Theobald, M. J. Hill, E. Tran, S. Agrawal, E. N. Arroyo, S. Behling, N. Chambwe, D. L.Cintron, J. D. Cooper, G. Dunster, J. A. Grummer, K. Hennessey, J. Hsiao, N. Iranon, L. JonesII, H. Jordt, M. Keller, M. E. Lacey, C. E. Littlefield…S. Freeman, “Active learning narrowsachievement gaps for

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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effort in this regard.2.2 the OIPI initiative’s practice detailThe OIPI stands for Open platform, Individualized pathways, Project-based learning, andInductive tutoring. The OIPI initiative was launched by one of China’s elite universities(S University afterwards) in 2019, seeking to broaden the participation of higherengineering education in China, especially in the field of electronic design[13]. Toachieve this, it aims to, on the one hand, widen the accessibility of students enrolled innon-elite universities to high-quality educational opportunities; on the other hand, supportthese students’ self-forming agency to acquire desired academic success, which means totape out in this initiative.1Open platform consists of ‘open in’, ‘open resources

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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efficacy of women in engineering camps” Journal of STEM Education: Innovations and Research. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2346[2] S. Weiss-Lopez, M. Frye, and O. Jones, “Overview of the megaGEMS AEOP Summer 2021 Research Apprenticeship Camp”, Proceedings of the 129th American Society of Engineering Education Annual Conference and Exposition, Minneapolis, Minnesota, June 26 - 29, 2022 https://peer.asee.org/overview-of-the-megagems-aeop-summer-2021- research-apprenticeship-camp[3] S. R. Burke, and A. (n.d.). Science & Engineering Indicators. NSF. https://ncses.nsf.gov/pubs/nsb20211[4] R. Rincon, (Ed.). (2023, December). “A case study engineering leadership: Exploring

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

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

story-of-diy-hobbyists-military-funding/[3] A. C. Barton, E. Tan, and D. Greenberg, “The Makerspace Movement: Sites of Possibilities for Equitable Opportunities to Engage Underrepresented Youth in STEM,” Teachers College Record, vol. 119, no. 6, pp. 1–44, Jun. 2017, doi: 10.1177/016146811711900608.[4] J. Diaz, M. Tomàs, and S. Lefebvre, “Are public makerspaces a means to empowering citizens? The case of Ateneus de Fabricació in Barcelona,” Telematics and Informatics, vol. 59, p. 101551, Jun. 2021, doi: 10.1016/j.tele.2020.101551.[5] I. Villanueva Alarcón, R. J. Downey, L. Nadelson, J. Bouwma-Gearhart, and Y. Choi, “Light Blue Walls and Tan Flooring: A Culture of Belonging in Engineering Making Spaces (or Not?),” Education

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

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for Engineering Education, 2021Seeing the invisible: The year this white woman spent learning at an HSIIntroductionI have spent over 40 years in engineering. When I first attended the university to learnengineering, I was full of the messages of the 1970’s: Women can do anything men can do(better), I can have it all, the doors to access professional success are wide open. However, littledid I know that while this may be true, the cost to anyone not a tall white male from a privilegedbackground was great. It took me years to interpret what I experienced through the lens of thewhite patriarchy, but for the last 20 years, I have studied and reflected on how we in Engineeringand Education have participated in the inequities we see all around us

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

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, S. (2018). The imperative to move toward a dimension of care in engineering education. Journal of Research in Science Teaching, 55(7), 938-961.Hartner-Tiefenthaler, M., Roetzer, K., Bottaro, G., & Peschl, M. F. (2018). When relational and epistemological uncertainty act as driving forces in collaborative knowledge creation processes among university students. Thinking Skills and Creativity, 28, 21-40Jordan, B., & Henderson, A. (1995) Interaction Analysis: Foundations and Practice, Journal of the Learning Sciences, 4:1, 39-103, https://doi.org/10.1207/s15327809jls0401_2Jordan, M. E., & McDaniel, R. R. (2014). Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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. It is imperative that the opportunities andbarriers be addressed throughout education pathways (K-12, higher education institutions, adulteducation and training, etc.). Government (local and national), industry, community, andeducators at all levels must unite, collaborate and commit to the preparation of learners and theworkforce of the future in this digital age.AcknowledgementsThis material is based upon work while Dr. Terpenny and Dr. Zayas-Castro are serving at theNational Science Foundation. Any opinion, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] A. Akundi, D. Euresti, S. Luna, W. Ankobiah, A

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

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nuance of community cultural wealthdimensions, counterspace processes, and misalignment between assets and institutional policies.The findings below are focused around passages in the data that were coded as both a type ofCCW and either a counterspace process or misalignment.FindingsPreliminary findings from our analysis of interview data align with Margherio et al.’s [6]research highlighting the interplay between CCW and counterspaces. Students who havepersisted in STEM into their Junior or Senior year describe LSAMP as a resource that helpedthem both activate existing forms of capital/cultural resources they possessed entering collegeand develop skills and networks that contributed to continuing success. Further, examination ofchallenges

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

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-institutional collaboration space cannaturally become a live classroom where involved graduate and undergraduate students—thenext generation of engineers and engineering researchers—witness the ethical and professionalstandards in practice and accept and emulate them as the norm in the profession.AcknowledgmentThis study is supported by the U.S. Office of Naval Research under award number Grant #N00014-23-1-2260. References[1] L. Fleming, S. Mingo, and D. Chen, “Collaborative brokerage, generative creativity, and creative success,” Administrative Science Quarterly, vol. 52, no. 3, pp. 443–475, Sep. 2007, doi: 10.2189/asqu.52.3.443.[2] J. L. Hess, J. Ströbel, and A. O. Brightman, “The development

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

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Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa

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expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.Resources[1] “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019 | NSF - National Science Foundation.” https://ncses.nsf.gov/pubs/nsf19304/ (accessed Apr. 12, 2019).[2] M. Estrada et al., “Improving Underrepresented Minority Student Persistence in STEM,” CBE—Life Sci. Educ., vol. 15, no. 3, p. es5, Sep. 2016, doi: 10.1187/cbe.16-01-0038.[3] M. Ong, N. Jaumot‐Pascual, and L. T. Ko, “Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis,” J. Eng. Educ., vol. 109, no. 3, pp. 581–615, Jul. 2020, doi: 10.1002/jee.20345.[4] M

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

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://www.carteeh.org Last accessed, December 2022.[3] EPA United States Environmental Protection Agency. EJScreen: Environmental Justice Screening and Mapping Tool. URL: https://www.epa.gov/ejscreen. Last accessed August 2022.[4] Texas Commission on Environmental Quality. 2020. CAMS 151 Monthly Summary Report. https://www.tceq.texas.gov/cgi-bin/compliance/monops/monthly_summary.pl. (TCEQ. 2020). Last Accessed, February 2023.[5] O. Egbue. S. Long. “Barriers to Widespread Adoption of Electric Vehicles: An Analysis of Consumer Attitudes and Perceptions.” Energy Policy 48 (2012) 717-729. Elsevier, 2012[6] R. M. Krause., et. all. “Perception and reality: Public knowledge of plug-in electric vehicles in 21 U.S

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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help inform initiativesgeared towards broadening the participation of underrepresented minorities in STEM and makethe culture of engineering more inclusive for all students. By shifting the frame of engineeringwork towards one more aligned with the NEP, underrepresented minority students can feel moreconnected to the field of engineering and all students can be better prepared for the broader,global work of engineering work.AcknowledgementThis material is based upon work collected and supported by the National Science Foundationunder Grant No. 1635534 and 1635204. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science

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

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

code are shown in Table 2. 6Table 2. CodebookCodes Description Example Excerpt(s)Code Category: Cause or reason for situation The cause or reason for a “Systemic racism perpetuates environmental racism, as putting people flawed outcome of technology of color into certain communities gives larger companies the is due to the influence of opportunity to put these people in a vulnerable position. CompaniesSystemic systemic inequities/injustices, will put machinery in these communities because they know that these or society's

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University

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disruptmarginalization, more seriously? We offer these as discussion openings for the session and forthe larger community.References:Grant, J., Masta, S., Dickerson, D., Pawley, A. L., & Ohland, M. W. (2022, July). “I Don’t LikeThinking About this Stuff”: Black and Brown Student Experiences in Engineering Education. In2022 ASEE Annual Conference & Exposition.

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

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Diversity

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

agree”, a three “neutral” and a one “strongly disagree.” While students may have felt more belonging with MBL, the effect was not significant. On average students felt more belonging than uncertainty in both version of the course (scores < 3).Table 4 - Data collected from the AEQ-S survey and the Belonging Uncertainty Scale presented as mean +/- stdev for traditional (T) andmastery-based (MBL) course offerings. Statistics for two-way ANOVA are also

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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movement in education,” Curr. Issues Comp. Educ., vol. 25, no. 2, 2023.[4] J. Peloso, “Environmental justice education: Empowering students to become environmental citizens,” Penn GSE Perspect. Urban Educ., vol. 5, no. 1, pp. 1–14, 2007.[5] L. Pulido and J. De Lara, “Reimagining ‘justice’in environmental justice: Radical ecologies, decolonial thought, and the Black Radical Tradition,” Environ. Plan. E Nat. Space, vol. 1, no. 1–2, pp. 76–98, 2018.[6] M. L. Miles, A. Schindel, K. S. Haq, and T. Aziz, “Critical examination of environmental justice education: a systemic review.,” Rev., n.d..[7] R. D. Bullard, Dumping in Dixie: Race, class, and environmental quality. Routledge, 2018.[8] D. Schlosberg and L. B. Collins, “From

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University

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Diversity

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

rationale in higher education: An overview of the contemporary legal context," Social Justice, vol. 30, no. 1, pp. 138-152, 2003.[8] J. Centeno, "Why We Need More Faculty Of Color In Higher Education," 2021. [Online]. Available: https://www.forbes.com/sites/civicnation/2021/05/12/why-we-need-more- faculty-of-color-in-higher-education/?sh=73a8986664f2.[9] V. Johnson-Mallard, R. Jones, M. Coffman, J. Gauda and K. Deming, "The Robert Wood Johnson Nurse Faculty Scholars Diversity and Inclusion Research," Health Equity, vol. 3, no. 1, 2019.[10] P. S. A. J. J. K. Felten, A. Long, T. Lubicz-Nawrocka, L. Mercer-Mapstone and R. Verwoord, "Reimagining the place of students in academic development," International Journal for Academic

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

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

that has superpowers based on fluid properties. This is the firstassignment for a fluid mechanics (hydraulics) course. The writing assignment requires students tocreate their superhero's name, logo/symbol, origin story, superpowers, the villain and injusticesthe superhero is motivated to fight against, and physical appearance, and character/personalitytraits. The superpowers must be based on fluid properties and align with the specific properties ofthe chosen fluid(s) the superhero uses or encounters.A worksheet is provided with questions to help students with ideation and organization of ideas,storylines, and details. A grading rubric is also provided to help students understand assignmentgrading and expectations. The inspiration for this

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

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+ graduate students, which isseverely lacking on our campus, and can improve the climate experiences for these students. Wehope that you look to create a similar program on your campus and can use this model as a startingpoint. Next steps for this program evaluation include collecting qualitative data by interviewingparticipants as well as recruiting students for future semesters to increase the reliability of thequantitative results.Acknowledgements This work is based upon work supported primarily by the National Science Foundationunder Cooperative Agreement No. EEC-2217741. Any opinions, findings and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Paper ID #44324Tactile Learning: Making a Computer Vision Course Accessible throughTouched-Based InterfacesDr. Seth Polsley, University of Nebraska, Lincoln Dr. Seth Polsley is an Assistant Professor of Practice in the Jeffrey S. Raikes School of Computer Science and Management at the University of Nebraska–Lincoln, with his academic home in the School of Computing. His research focuses on the combination of intelligent systems design and human-computer interaction in order to support novel educational and universal computing experiences.Ms. Amanda Kate Lacy Amanda Lacy is a PhD student at Texas A&M University in the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology

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Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innoDr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal Research Scientist at Georgia Institute of Technologyˆa C™s Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education throughJoycelyn Wilson, Georgia Institute of Technology Joycelyn Wilson is an educational anthropologist and assistant professor of Black media studies in the School of Literature, Media, and Communication (LMC) at Georgia Tech. Her current area of inquiry focuses on hip

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden

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Conference And Exposition, Salt Lake City, UT, 2018.[8]D. A. Chen, J. A. Mejia, and S. Breslin, “Navigating equity work in engineering:contradicting messages encountered by minority faculty,” Digital Creativity, vol. 30, no. 4, pp.329–344, Oct. 2019, doi: 10.1080/14626268.2019.1678486.[9]E. McGee and L. Bentley, “The Equity Ethic: Black and Latinx College StudentsReengineering Their STEM Careers toward Justice,” American Journal of Education, vol. 124,no. 1, pp. 1–36, Nov. 2017, doi: 10.1086/693954.[10]E. A. Cech, “Culture of Disengagement in Engineering Education?,” Science, Technology, &Human Values, vol. 39, no. 1, pp. 42–72, Sep. 2013, doi: 10.1177/0162243913504305.[11]“Diversity, Equity & Inclusion | ABET,” Accreditation Board for

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

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Culture & Social Justice in Education, Equity