Displaying results 151 - 174 of 174 in total
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- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
those results to the overallaverages amongst each population. This article will analyze if the separation of race, sex, anddisability in this report is suppressing or erasing the negative implications for these marginalizedgroups in STEM.Introduction The purpose of this WIP research paper is to study the impact an intersectional analysis ofdisability, race/ethnicity, and sex has on the salary of Science, Technology, Engineering, andMathematics (STEM) professionals. For almost a century, the United States has made political,academic, and professional pushes to fill a decreasing STEM workforce. Laws have been passedand programs put in place to increase the number of STEM professionals in all areas of industryin the U.S. [1]. In parallel
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
careers and inspiring them to be lifelong learners. She is passionate about enhancing diversity, equity, and inclusion in engineering. ©American Society for Engineering Education, 2024 STEM 4 Kids: Improving Gender Diversity in STEM through a Collegiate Student-led OrganizationAbstractGender diversity has always been a low statistic in science, technology, engineering, andmathematics (STEM) fields. To see change, improvements must be made at every age point -from the selection of children’s play toys, to the recruitment of students from historicallymarginalized groups to pursue STEM degrees, to the pay disparity in career fields today. STEM4 Kids, a student-led organization at Colorado State
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, “Mapping and Recontextualizing the Evolution of the Term Latinx: An Environmental Scanning in Higher Education,” in Critical Readings on Latinos and Education, Routledge, 2019.[4] “Profiles of Engineering and Engineering Technology, 2021,” American Society for Engineering Education, Washington, DC, 2022.[5] P. Taylor, M. H. Lopez, J. H. Martínez, and G. Velasco, “When Labels Don’t Fit: Hispanics and Their Views of Identity,” Wash. DC Pew Hisp. Cent., 2012.[6] A. Lozano, C. Salinas, and R. C. Orozco, “Constructing meaning of the term Latinx: a trioethnography through Pláticas,” Int. J. Qual. Stud. Educ., vol. 0, no. 0, pp. 1–18, Jun. 2021, doi: 10.1080/09518398.2021.1930251.[7] R. Contreras, “The X
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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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- Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, 2023Intersectionality Between Race and Gender in LSAMP-NSF STEM Program MentorshipAbstractRace and gender disparities exist in Science, Technology, Engineering, and Mathematics (STEM)fields, where their intersectionality promotes the greatest achievement gap. Minority students andfaculty are less represented in these fields. In engineering, especially, a hostile climate develops ifyou are a person with disabilities and/or non-cisgender and/or non-White man; and it is highlylikely that you will be part of a minority in the field. This can lead to stress, anxiety, and feelingsof isolation and hopelessness in a person’s academic and career pursuits. We researched if raceand gender affect the relationship
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39738It’s No Mystery, So It Must Be Intentional: How Institutions Fail toSupport Black STEM Doctoral Students’ Mental HealthDr. Brooke Charae Coley, Massachusetts Institute of Technology Brooke Coley, PhD is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Dr. Coley is Principal Investigator of the Shifting Perceptions, Attitudes and Cultures in EngineDr. Jennifer M. Bekki, Arizona State University, Polytechnic Campus Jennifer M. Bekki is an Associate Professor in The Polytechnic School within the Ira A. Fulton Schools of
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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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- Danielle Vegas Lewis, SUNY Fredonia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- stand and disrupt the ways in which socially constructed identities allow for the reproduction of social inequality, with a focus on understanding the ways institutions of higher education and other social struc- tures challenge or uphold hegemonic environments in which majority populations accumulate power that harms students underrepresented in certain contexts. ©American Society for Engineering Education, 2023 “We’re learning like everyone else”: Best Practices from Men AlliesAbstract This paper examines the motivations, perceptions, and experiences of men faculty whoidentify as allies for undergraduate women in engineering. As men represent the majority inengineering, efforts to
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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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- Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
generalizability.Data Collection and ContextRachel is a Hispanic woman pursuing an undergraduate degree in Computer Science atSoutheastern Public University (SPU), a Hispanic Serving Institution in the Southeastern UnitedStates. She is one of the participants admitted into a Scholarship and Support Program (SSP), anNSF S-STEM [18] program at SPU, launched in September 2021 as a collaborative scholarshipand educational research effort at three public research universities in the Southeast UnitedStates. The program is designed to support lower-income students pursuing a degree in acomputing field, including computer science, information technology, cybersecurity, andcomputer engineering, through scholarship and a variety of co-curricular activities, including
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate ©American Society for Engineering Education, 2023 Culture of productivity: multidimensional impacts on STEM graduate students (work-in-progress)AbstractThose who do not conform to the ideology of the “ideal” normative human body/mind are oftenexcluded from Science, Technology, Engineering, and Mathematics (STEM). Lacking thediversity in experience and perspectives that diverse students, staff, and faculty bring to STEMimpedes our society’s progress to
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Belonging: S-STEM Programs’ Practices & Empirically Based Recommendations (S-STEM REC American Association for the Advancement of Science, 2023).[7] S. Cheryan, E. J. Lombard, L. Hudson, K. Louis, V. C. Plaut, and M. C. Murphy, “Double isolation: Identity expression threat predicts greater gender disparities in computer science,” Self Identity, vol. 19, no. 4, pp. 412-434, 2020, doi: 10.1080/15298868.2019.1609576.[8] A. Garr-Schultz, G. A. Muragishi, T. A Mortejo, and S. Cheryan, “Masculine defaults in academic Science, Technology, Engineering, and Mathematics (STEM) fields,” Psychological Sciences in the Public Interest, vol. 24, no. 1, pp. 1-9, 2023, doi: 10.1177/15291006231170829.[9] S. Rodriguez
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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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- Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
://www.proquest.com. [Accessed Jan 10, 2023].[13] D.R. Johnson, “Women of color in science, technology, engineering, and mathematics (STEM),” New Directions for Institutional Research, no. 152, pp. 75–85, 2011. [Online]. Available: https://colostate.primo.exlibrisgroup.com. [Accessed Jan 10, 2023].[14] J. Dale and E.J. Hyslop-Margison, Paulo Freire teaching for freedom and transformation: the philosophical influences on the work of Paulo Freire, New York, Springer, 2010.[15] P. Freire, Pedagogy of the Oppressed, New York: Seabury, 1970.[16] P. Howard, J. Butcher and L. Egan, “Transformative education: Pathways to identity, independence and hope,” Gateway’s International Journal of Community Research and Engagement, vol. 3, pp. 88–103
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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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- Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
in the Department of Computer & Information Science & Engineering. She also served as an associate professor and in- terim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM fields. Currently, through this work, she is the Backbone Director for the Alliance for Identity-Inclusive Computing Education as well as Education and Workforce Director for the Athena AI Institute. Having garnered over $40M in funding from public and private sources to support her collabo- rative research activities, Daily’s work has been featured in USA Today, Forbes
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Arts in Education from UTEP. She has led and co-led numerous grants from corporate foundations and state and federal agencies, and has numerous publications in refereed journals and edited books. Her research interests include communities of practice, gender, transformative learning, and identity.Elaine HamptonMary K. RoyTomas SandovalAndrea Villagomez ©American Society for Engineering Education, 2023 Using Academic Controversy in a Computer Science Undergraduate Leadership Course An Effective Approach to Examine Ethical Issues in Computer Science EducationAbstractThe technology field today, with continually emerging social media and communicationplatforms, is
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Nicholas A. Baine. P.E., Grand Valley State University; Karl Brakora, Grand Valley State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36934Tuition Equity: A Study of the Impact of Upper/Lower Division TuitionRatesDr. Nicholas A. Baine. P.E., Grand Valley State University Nicholas Baine, Ph.D., P.E., is an Associate Professor in the School of Engineering at Grand Valley State University. His expertise is in the design of electrical control systems and sensor data fusion. As an instructor, he specializes in teaching first-year courses, probability and signal modeling, and control sys- tems. He has also been active in ASEE, serving on the board of the North Central Section, and publishing papers on a variety of topics which include ABET
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Science & Engineering. She also served as an associate professor and in- terim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM fields. Currently, through this work, she is the Backbone Director for the Alliance for Identity-Inclusive Computing Education as well as Education and Workforce Director for the Athena AI Institute. Having garnered over $40M in funding from public and private sources to support her collabo- rative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, and the Chicago Tribune
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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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- Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37861Students’ Complex Perspectives on Diversity—A Mixed Methods Pilot StudyDr. Sarah Hug, Colorado Evaluation & Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering, and mathematics. Her experiences in K12 schools and informal learning environments, as well as Minority Serving Institutions, informs and enriches her work.Dr. Wendy Chi, University of Colorado, Boulder Dr. Wendy Chi is
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington
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- Diversity
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- Culture & Social Justice in Education, Equity
Tokyo, Japan.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
-lynn Mondisa, University of Michigan Joi Mondisa, PhD, is an Assistant Professor in the Industrial & Operations Engineering Department and an Engineering Education Faculty Member at the University of Michigan. She earned her Ph.D. in En- gineering Education and an M.S. degree in Industrial Engineering from Purdue University; an M.B.A. degree from Governors State University; and a B.S. degree in General Engineering from the University of Illinois at Urbana-Champaign. Prior to her graduate studies, she worked as a professional in the areas of manufacturing, operations, technical sales, and publishing for ten years. She also served as an adjunct faculty in the Engineering Technology Program at Triton College 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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- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
on mentorship and transitions as well as faculty development and the use of technology in engineering and computing education.Mr. Mohamed Elzomor P.E., Florida International University Dr. Mohamed ElZomor is an Assistant Professor at Florida International University (FIU), College of Engineering and Computing and teaches at the Moss School of Construction, Infrastructure and Sustain- ability. Dr. ElZomor completed his doctorate at Arizona ©American Society for Engineering Education, 2023 Changing the Way We Educate to Prioritize Minority Students’ Mental Health and Enhance Their Well-Being
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- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
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- Culture & Social Justice in Education Division (EQUITY), Equity
of the 41st ACM technical symposium on Computer science education, Milwaukee Wisconsin USA: ACM, Mar. 2010, pp. 97–101. doi: 10.1145/1734263.1734297.[2] “CS2023 – ACM/IEEE-CS/AAAI Computer Science Curricula.” Accessed: Aug. 18, 2023. [Online]. Available: https://csed.acm.org/[3] O. T. Virkki, “Performance and Attrition in Information Technology Studies; A Survey of Students’ Viewpoints,” in 2023 IEEE Global Engineering Education Conference (EDUCON), May 2023, pp. 1–9. doi: 10.1109/EDUCON54358.2023.10125231.[4] N. Herbert, “Impact of Student Engagement on First Year ICT Performance,” in 2017 International Conference on Computational Science and Computational Intelligence (CSCI), Dec. 2017, pp. 1085–1090. doi: 10.1109/CSCI
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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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- Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and in- terim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM fields. Currently, through this work, she is the Backbone Director for the Alliance for Identity-Inclusive Computing Education as well as Education and Workforce Director for the Athena AI Institute. Having garnered over $40M in funding from public and
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Conversation?IntroductionOver the course of the past decade, the academic community has increasingly recognized themental health challenges faced by graduate students as a pivotal area of concern (Evans, et al.,2018; Nature, 2019). This recognition is in response to findings that suggest graduate students,especially those in Science, Technology, Engineering, and Math (STEM) disciplines, are at ahigher risk for mental health issues such as anxiety, depression, and stress (Bork & Mondisa, 2022;Diezel, et al., 2013; Nagy, et al., (2019) Saravanan & Wilks, 2014). Findings from Bork andMondisa's (2022) recent scoping literature review attribute this heightened risk, in part, to theunique pressures and stressors inherent to the academic and research
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- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa Ellen Ko, Stanford University
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- Diversity
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- Culture & Social Justice in Education, Equity
of bias,increase a sense of agency, and ultimately empower students.1. IntroductionGiven clear evidence of disparities in educational attainment, much importance has been placedon increasing use of inclusive teaching to help close this so-called achievement gap [1]–[4]. Inscience, technology, engineering, and math (STEM) disciplines, deliberate inclusive practicemay reduce the “leaving” phenomenon where those underrepresented amongst STEM majorssuch as women and minoritized racial groups would otherwise fail to complete their STEMdegree program [5]–[7]. For example, active learning has been shown to improve learning gainsand reduce failure rates especially among underrepresented minority (URM) students [2].Similarly, current recommendations
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
affairs administrator at Barnard College and as a Researcher and Administrative Coordinator for the Center for Understanding Race Education, under the direction of Professor Amy Stuart Wells. ©American Society for Engineering Education, 2023 An NSF-Funded Professional Development Series for Advancing Inclusion at a Hispanic-Serving Institution INTRODUCTION Higher education scholars have extensively detailed the factors that contribute to thewithdrawal of racially minoritized Black and Hispanic college students from the STEM (Science,Technology, Engineering, and Mathematics) field (see [1]-[3] for examples). These factorsinclude unwelcoming and
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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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- Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE
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- Culture & Social Justice in Education Division (EQUITY), Equity
requires an equity explicit perspective,” presented at the Conference on Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Philadelphia, PA, USA, May 23–24, 2022.[2] J. Kurose, “Dear Colleague letter: Pursuing meaningful actions in support of Broadening Participation in Computing (BPC) (NSF 17-110).” nsf.gov. https://www.nsf.gov/pubs/2017/nsf17110/nsf17110.jsp (accessed Feb. 13, 2023).[3] J. Margolis, R. Estrella, J. Goode, J. Jellison Holme, and K. Nao, Stuck in the Shallow End: Education, Race, and Computing. Cambridge, MA: MIT Press, 2008.[4] C.L. Fletcher and J.R. Warner, “CAPE: A framework for assessing equity throughout the computer science