Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

engineering education and their behavioral and cognitive problem-solving capabilities. He is actively involved in research related to the integration of positive psychological tools and methods in engineering education practice and research. Muhammad is also interested in the development and use of new technological and non-technological methods to enhance the learning processes of undergraduate engineering students. He is currently leading a second research project related to use of mobile learning technologies in undergraduate engineering education. This research is exploring available empirical evidence about the role mobile learning technologies may play in improving student accessibility to knowledge, academic

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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

students having to financially support themselves. Table 7 provides excerpts from students whoexhibited autonomy and their reported family incomes.Table 7. Occurrence of Autonomy and examples from student stories Sub-Code Number of Instances Example Micro-Narrative “But since the move to online I spend weeks without Moved/stayed living my property here. It's quiet but it has given me 3 alone the chance to reflect and work on side projects I've been interested in starting.” [< $25K

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara

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Diversity

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

women ofcolor in STEM that includes three key components of performance, recognition, andcompetence. Performance was conceptualized as the ability to perform the social practices ofscience (Carlone & Johnson, 2007). This included the ability to talk about scientific concepts anduse the various tools of the field. Tonso (2006) highlights how engineering students performedthrough displays of technical skills, leadership, and interactions with peers as they worked ontheir projects. Recognition was conceptualized as either self-recognition or recognition by othersas a “science person” (Carlone & Johnson, 2007). Tonso (2006) highlights the ways studentsreceived recognition for their abilities through knowledge of mechanical devices

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Miller, University of Michigan; Karin Jensen, University of Michigan

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Diversity

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

interpretations and acknowledges the dynamiccomplexities of disability, 2) using local knowledge of students who use accommodations, 3)analyzing power structures that contribute to ableist policies and impact student experience, and4) recognizing the relationship between impairment, disability, and environment (i.e., using anexpanded version of the traditional social model that acknowledges embodiment).MethodsThis research project uses a mixed methods approach consisting of two main components 1) asurvey of undergraduate engineering students, and 2) the analysis of lecture recordings andsyllabi from engineering courses. This paper will explore the initial findings from component 1.Component 1: Survey of Undergraduate Engineering Students Surveys

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

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Diversity

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

Quigley, IBM Research Lauren Thomas Quigley, PhD is a Research Scientist focused on the development of responsible and inclusive technology. Specifically, she researches practical approaches for fairness and inclusion in AI, data representation, and projecting technology’s impact on society and the environment, through a lens of social justice. Her secondary area of research is the use of critical theories in engineering education. ©American Society for Engineering Education, 2024 Outsiders: Pathways and Perspectives from Engineering Education PhDs Outside AcademiaEngineering education doctoral programs have been predominantly academia-centric, stronglyemphasizing

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

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Diversity

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

science 2 year and 4-year programs at Hispanic Serving Institutions in a ruralSouthwest state was developed to support students, particularly Hispanic first-generation collegestudents, as they navigated higher education pathways in computing. The table below providesadditional information regarding the data sources that support meaning making in this project. Demographic Marker Source of Data Gender identity Survey distributed by (source of grant funding) Race/ethnic identity Survey distributed by (source of grant funding) Citizenship/permanent resident Survey distributed by (source of grant funding) status Place of birth Survey distributed by (source of grant

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

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Diversity

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

. Res Sci Edu 50(2), 573-597. (2020).[6] B. Schneider, , J. Krajcik, , J. Lavonen, , K. Salmela-Aro, C. Klager, L. Bradford, , ... & K. Bartz,Educ Researcher, 51(2), 109-121. (2022)[7] M. Windschitl, J. Thompson, & M. Braaten. (2020). Ambitious science teaching. HarvardEducation Press.[8] Dimcheff(2021).https://record.umich.edu/articles/project-based-learning-yields-better-student-outcomes-studies-show/[9] R. Kumar, A. Zusho, & R. Bondie. Educ. Psychol, 53(2), 78-96. (2018)[10] G. Ladson-Billings. (1995). Am. Educ. Res. J., 32(3), 465-491.[11] G. Gay. (2002). J Teach Educ, 53(2), 106-116.[12] Anonymize for review.[13] T. A. Benson, & S. E. Fiarman. Unconscious bias in schools: A developmental approach toexploring race and racism

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

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Diversity

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

Paper ID #38107Latinx Undergraduate Students: Finding a Place of Belonging in EngineeringNicole Delgado, New Mexico State University I am a first-year Ph.D. student at New Mexico State University in the department of Curriculum and Instruction. I currently work on a sponsored project that supports Latinx undergraduate sophomore, junior, and senior-level students in developing research, technical, interpersonal, academic, and professional skills that are transferable in their decisions to enter into graduate studies or the professional world.Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia

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

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Diversity

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

engineering education (EE) have played a significant role in thedevelopment of countries before, during, and since colonization [1]. Lucena & Schneider [1]remind us that while economic and political conditions may have differed across countries,engineers' primary goal during colonization was to transform nature into infrastructure to becontrolled, get a return on investments, and demonstrate superiority over indigenoustechnology. Across different colonizing powers, engineers filled a role in service to thecolonial project. Over time, as colonies became independent countries, engineering was - andstill is - considered an essential tool for helping these “traditional” societies on the path todevelopment [1]. In addition to engineering, formal

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

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Culture & Social Justice in Education, Equity

student mental health-related help-seeking in undergraduate engineer- ing students. She is completing this project in collaboration with faculty members from educational and counseling psychology. With this work, they aim to better understand the help-seeking beliefs of under- graduate engineering students and develop interventions to improve mental health-related help-seeking. Other research interests include engineering communication and integration of process safety into a unit operations course.Melanie E. Miller, University of Kentucky Melanie Miller, M.S., (She/her/hers) is a Counseling Psychology Ph.D. student at the University of Ken- tucky. American c

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

overarching goal is to amplify the voicesand perspectives of minoritized students, positioning them as knowledge holders and generatorsdeserving recognition in our quest for educational equity within engineering. Our studychallenges the idea that students inherently lack and need "fixing." Instead, we contend thatportrayals of deficit mindsets, attitudes, stereotypes, whiteness and hypermasculinity in socialmedia further sideline students and perpetuate flawed notions of success in engineering.Context of the StudyThis project focuses primarily on the portrayal of engineering identity(ies) in digital mediaspaces. Digital media spaces, as a contemporary medium for discourse, provide a rich source ofdata for understanding how these constructions

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

students. Of these, 28 students consented toparticipate in this study (about 18% female, 82% male). All these students were second yearengineering students.Identify Mastery Skills:First, we began by listing all the skills taught in our circuit analysis course. These could be bookchapters, exam problems, or important outcomes from projects or reports. We tried to framethem as measurable skills using questions such as: “Students will do...”, “Students willsolve….”, “Students will analyze…”. Next, we grouped skills by importance and reduced the listto 12 skills we could assess. We selected 5 essential skills (Fig. 1, Foundational skills) that allour students should master to be successful in our curriculum, 3 priority skills that we wantedstudents to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand

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Diversity

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

from The University of Texas at Arlington.Lauren Fogg, zyBooks, a Wiley Brand Lauren Fogg obtained her Bachelor’s degree in Mechanical Engineering in 2021 and her Master’s degree in Mechanical Engineering in 2022 from Louisiana Tech University. She is currently working on her Ph.D. in Engineering with a concentration in Engineering Education from Louisiana Tech University. She is cur- rently an Associate Engineering Content Developer with zyBooks, a Wiley Brand. Her research interests are diversity, gender equity, retention, project-based learning, cognitive models of problem-solving, and making engineering textbooks more accessible and innovative for students.Dr. Alicia Clark, zyBooks, A Wiley Brand Alicia

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

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Diversity

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Culture & Social Justice in Education, Equity

Higher Education (ASHE).Prof. Harriet Hartman, Rowan University Professor of Sociology, Chair of Sociology and Anthropology Department Rowan University. Co-p.i. of RED NSF RevED project at Rowan University. Editor-in-chief, Contemporary Jewry. She studies gender and diversity among undergraduate engineering students, and the impact of the COVID-19 pandemic on the experiences of undergraduate and graduate students, faculty and staff in higher education.Dr. Stephanie Farrell, Rowan University Dr. Stephanie Farrell is Interim Dean and of the Henry M. Rowan College of Engineering and Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA). Prior to 2016 she was a faculty member in

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

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Diversity

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Culture & Social Justice in Education, Equity

concept that helps explicate how social justice might be enacted within the academy and draws on Black women theorists in order to frame the project. The lead author, a white woman, receives the reviews, only to find that the reviewer has disparaged the writing style and the methodology, demanding graphs and charts and analysis! The tone of the review is troubling, particularly for a social justice track: as their qualitative study (along with decades of research) shows, the preference for a particular style of writing, for charts and quantitative analysis, often reveals and upholds patriarchal, Western and white supremacist values. Key to social justice, the lead author thinks, is an

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

underrepresentedbackgrounds that I worked with over two years as they engaged in engineering work through anout-of-school community engineering program. Designed by a team containing the author, theprogram engages youth in defining a community engineering problem of interest, researchingthat problem, and developing a solution. I led the programming multiple times over three yearswithin an afterschool and summer context. 75% of sessions were video-recorded, resulting in atleast ten hours of clearly visible video per youth. I interviewed youth via focus groups at the endof each project and collected all youth-produced artifacts. To conclude data collection, Iconducted reflective, stimulated-recall interviews with each youth. Per qualitative best practices,I member

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

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Diversity

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

Formation of Engineers,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 32173. doi: 10.18260/1-2-- 32173.[40] A. Wilson-Lopez, C. Sias, A. Smithee, and I. M. Hasbún, “Forms of science capital mobilized in adolescents’ engineering projects,” Journal of Research in Science Teaching, vol. 55, no. 2, pp. 246–270, 2018, doi: 10.1002/tea.21418.[41] J. Martin, M. Miller, and K. Gipson, Utilization of a Think-Aloud Protocol to Cognitively Validate a Survey Instrument Identifying Social Capital Resources of Engineering Undergraduates. 2011. doi: 10.18260/1-2--18492.[42] D. Radhakrishnan, J. DeBoer, and N. Bhide, “Recentering local knowledge and developing collaborative

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University

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Diversity

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

projects. ©American Society for Engineering Education, 2024 Work in Progress: The Role of Student Backgrounds in Understanding Racial Disparities in ComputingIntroduction and MotivationThe purpose of this work-in-progress paper is to understand how students’ experiencesdiscussing race shape their attitudes toward privilege in computing and, through these insights,shed light on the challenges in establishing inclusive computing environments. Internationalmovements such as #BlackInTheIvory and #ShutDownSTEM [1], [2] have demanded thatscience, technology, engineering, mathematics (STEM), and computing fields change to fosterinclusivity. Despite this, there is a persistent underrepresentation

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia

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Diversity

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

-12 teacher for several years before beginning her graduate degree.Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical

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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Diversity

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

undergraduates feel morecomfortable in spaces where they are in the minority. Examples of these practices includeintentionally building mixed gender small groups for project-based learning, the utilization ofhumanizing language (e.g., the use of the term women versus girls), emphasizing thecontributions of women scientists and engineers, and incorporating relevant social issues intocourse discussions and lectures. Beyond pedagogical choices, providing flexibility is a small wayto model to undergraduate women that their experiences are distinct. For my participants, thislooked like simply checking in with women students to ensure they are comfortable in certainspaces. Some allies discussed checking in with women assigned to small groups with all

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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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

Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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

composition on student participation in undergraduate engineering project teams,” in 2011 ASEE Annual Conference & Exposition, American Society for Engineering Education, 2011, pp. 22.1449.1-22.1449.13. doi: 10.18260/1-2-- 18957.[46] M. A. E. Natishan, L. C. Schmidt, and P. Mead, “Student focus group results on student team performance issues,” Journal of Engineering Education, vol. 89, no. 3, pp. 269–272, Jul. 2000, doi: 10.1002/J.2168- 9830.2000.TB00524.X.[47] R. Stevens, D. Amos, A. Jocuns, and L. Garrison, “Engineering As lifestyle and a meritocracy of difficulty: Two pervasive beliefs among engineering students and their possible effects,” in 2007 ASEE Annual Conference &

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio

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Diversity

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

for their lack of success in school [14, 15]. IQ testing was put in place to“scientifically” demonstrate the inability of students to advance in educational settings, framingLatino/a/x students as mentally deficient, lazy, unhygienic, and culturally flawed [24]. Examplesof the manifestation of deficit ideologies include: (1) the assumption that home language (otherthan English) could be a barrier for learning [16-18]; (2) the presumed incompetency of studentsbased on race, gender, and other social identities [19, 20]; (3) the belief that community andhousehold practices lead to cultural aspects that are to blame for not adjusting to the project ofAmericanization through schooling [13, 21, 22]; and (4) an overall tendency to blame the victim

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

researchers using open, emergent coding independently. Survey responses were analyzedline-by-line, focusing on the participants’ descriptions of their identities and their opinions on theterm Latinx. Researchers then met to determine consensus amongst the codes. This was followedby axial coding where the codes identified were compared to one another and relationships werehighlighted. The second stage was to determine themes that arose from the codes. Thecodes/relationships were used to identify themes and patterns across the data.LimitationsThe survey used to gather data for this project brought some limitations. Firstly, it was notspecified in the survey that students were expected to pick terms from the provided list. This ledto some students

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Culture & Social Justice in Education, Equity

. Breckon. “Using QSR‐NVivo to facilitate the development of a grounded theory project: An account of a worked example.” International Journal of Social Research Methodology, vol. 13(4), pp. 283- 302, 2010.[22] J. McCabe. “Racial and gender microaggressions on a predominantly-White campus: Experiences of Black, Latina/o and White undergraduates.” Race, Gender & Class, vol. 16 (1-2), pp. 133-151, 2009.[23] M.M. Camacho & S.M. Lord. " Microaggressions" in engineering education: Climate for Asian, Latina and White women. In 2011 Frontiers in Education Conference (FIE), Rapid City, SD, USA, October 12 – 15, 2011, pp. S3H-1, IEEE, 2011[24] J. Minikel-Lacocque. “Racism, college, and the power of

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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

-based and trauma-informed practices. Her interest and involvement in this project stemfrom her broader mission to improve access to accommodations, with particular focus ongraduate education and faculty promotion and tenure. She is also an ADHD life coach whoworks with both academic and non-academic clients.Disability definitionThere are many ways to define disability. Even the disability studies field excluded many typesof impairments until relatively recently [4]. Also, some argue that physical disability (likequadriplegia) and illness/disease (like multiple sclerosis) should be two different categories [5].Invisible disabilities (like learning disabilities) can be missing from historical records altogether,making research on their histories

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

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Diversity

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

that force assimilation, acculturation, and homogenization (Collins and Blot,2006); likewise, technical communicators can be change agents or tools of oppression (Rude,2009). Nevertheless, the field of TC still has much work to do to re-imagine what “professional”writing looks like outside of the white normative ideologies associated with the language used inscience and technology formal communication. Unreflective approaches to GenAI and languagediversity in technical and workplace communication writ large are not going to help this process.When we project this conversation on linguistic diversity in technical communication into theemergent writing practices in GenAI, we can see how GenAI risks collapsing diversity even as itaffords a level

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Robert, Colorado School of Mines; Jessica Deters, University of Nebraska - Lincoln; Jon A. Leydens, Colorado School of Mines

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

, the Colorado School of Mines (Mines), from 2022-2023 (Robert,2023). Our inquiry into prestige represents a secondary data analysis (SDA; see Case, Paretti, &Matusovic, 2021), using data and content that were originally collected to explore undergraduatestudents' personal experiences as underrepresented students in the culture of engineering. Theresearcher who originally collected the data (Robert) is joined by Authors 2 and 3 in this SDAinquiry and analysis. A novel creative materialism conceptual framework (Robert, 2023) wastheorized for this interdisciplinary and participatory qualitative and arts-based research methodsdissertation research project with three underrepresented STEM students. Creative materialismhas three components that

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

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Diversity

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

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

electro- chemical energy storage systems.Dr. Corin L. Bowen, California State University, Los Angeles Corin (Corey) Bowen is a postdoctoral researcher in the College of Engineering, Computer Science and Technology at California State University - Los Angeles, where she is working on the NSF-funded Eco- STEM project. Her engineering education research focuses on structural oppression in engineering sys- tems, organizing for equitable change, and developing an agenda of Engineering for the Common Good. She conferred her Ph.D. in aerospace engineering from the University of Michigan - Ann Arbor in April 2021. Her doctoral research included both technical and educational research. She also holds an M.S.E. in aerospace