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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #38724Analysis of Learning Assistants’ Beliefs of Status and Their Role asStatus InterventionistsHarpreet Auby, Tufts University Harpreet is a graduate student in Chemical Engineering and STEM Education. He works with Dr. Milo Koretsky and helps study the role of learning assistants in the classroom as well as machine learning applications within educational research and evaluation. He is also involved in projects studying the uptake of the Concept Warehouse. His research interests include chemical engineering education, learning sciences, and social justice.Dr. Milo Koretsky, Tufts University Milo Koretsky is

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

notrestricted to computing students. While non-computing STEM majors suffer from the same lackof representation, it is important for researchers in computing to understand discipline-specificperceptions and experiences. Finally, the study did not account for other student identitiesoutside of race and gender. This excludes more nuanced analysis of results, based on multipleforms of oppression that students may (not) experience [21]. In addition, the computingcommunity lacks significant data collection efforts related to students with disabilities,highlighting the need to account for this important (and often overlooked) identity [22].This work-in-progress paper is situated within a broader ongoing project that seeks to answertwo research questions

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

conducted through funding from a University of Florida Foundation Grant“Goldberg Gators Engineering” program as part of the EQuIPD project at the University ofFlorida. The researcher would like to thank their co-authors and the rest of the research team fortheir assistance and support throughout this study. In particular, the researcher would like to thankAreesha Razi for the time and effort spent in support of codebook testing and revision.7. References[1] Committee on Effective Mentoring in STEMM, Board on Higher Education and Workforce, Policy and Global Affairs, and National Academies of Sciences, Engineering, and Medicine, The Science of Effective Mentorship in STEMM. Washington, D.C.: National Academies Press, 2019, p. 25568. doi

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

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

that of first-generation college students. Due to their own personal experiences through graduate school and/or through the tenureprocess, the authors have embarked on a National Science Foundation (NSF) funded project touncover the scripts of Whiteness in engineering, and more specifically in engineering education.The team did not want to only navel-gaze on and about Whiteness for Whiteness’ sake. That iswhy their study of Whiteness never forgets who should be centered: those that Whiteness hurts,oppresses, and marginalizes [18]. We understand that the lack of Black, Indigenous, and Peopleof Color (BIPOC) in engineering (i.e., supply) is not due to incapability or lack of persistence;it’s further downriver to the demand side—a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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