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

Tagged Topics

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

Tagged Topics

Diversity

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

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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Diversity

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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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Diversity

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

+ 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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Diversity

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

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

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University

Tagged Topics

Diversity

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

] G. H. B. 999, Georgia Legislation on Diversity, Equity, and Inclusion Initiatives, Retrieved from https://www.legis.ga.gov/ , 2023.[3] R. D. M. P. S. R. &. W. Bullard, Toxic Wastes and Race at Twenty: 1987- 2007., United Church of Christ Justice & Witness Ministries, 2007.[4] P. P. D. &. R. J. T. Mohai, Environmental justice, vol. 34, Annual Review of Environment and Resources, 2009, p. 405–430.[5] D. M. Riley, "Engineering and Social Justice," 2008.[6] D. Schon, The reflective practitioner: How professionals think in action., New York: : Basic Books, 1983.[7] S. D. Sheppard, K. Macatangay, A. Colby and W. M. Sullivan, "Educating Engineers: Designing for the Future of the Field.," Carnegie Foundation for the

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern 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

Danielle Vegas Lewis, SUNY Fredonia

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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

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

Tagged Topics

Diversity

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

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

Tagged Divisions

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

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

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

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Diversity

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

frequent low-stakesdeadlines to create a rhythm, rather than leaving everything to a midterm and final exam. While some studentsindependently used calendars and timers, others did not or could not. Thus, course-level scaffolding can ensureno student falls through the cracks due to self-regulation difficulties. The scarcity of peer engagement in online STEM courses also shaped learners’ experiences. In line withDillenbourg et al.’s emphasis on structured peer interaction for active learning [8], the participants found virtualclassrooms isolating and not conducive to teamwork or community. The lack of informal academic discoursehindered group project dynamics and the formation of an academic identity or sense of belonging. This isparticularly

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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Diversity

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Culture & Social Justice in Education, Equity

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Sleep, University of Kentucky; Yasha Rohwer, Oregon Institute of Technology

Tagged Divisions

Culture & Social Justice in Education, Equity

.x[11] Shymansky, J.A., Hedges, L.V. and Woodworth, G. (1990), A reassessment of the effects ofinquiry‐based science curricula of the 60's on student performance. J. Res. Sci. Teach., 27: 127-144. https://doi.org/10.1002/tea.3660270205.[12] Hoyt, R.M. and Clemence, S.P. (1989). Uplift Capacity of Helical Anchors in Soil, InProceedings of the 12th International Conference on Soil Mechanics and FoundationEngineering, Vol. 2, pp. 1019-1022.[13] Hansson, Sven Ove and Grüne-Yanoff, Till, "Preferences", The Stanford Encyclopedia ofPhilosophy (Summer 2018 Edition), Edward N. Zalta (ed.), URL =.[14] National Society of Professional Engineers. “History of the Code of Ethics for Engineers,”https://www.nspe.org/resources/ethics/code-ethics/history-code

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

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Diversity

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

knowledge and use of different institutionalsupport services [28]. A Cronbach's Alpha of 0.878 was attained during the validationprocess. At the same time, a factorial analysis yielded an adjustment of factors to 4dimensions with a cumulative explanation percentage of 65 % (with a KMO equal to 0.812and a Barlett's test of sphericity equal to 0.000). The Exploratory Factor Analysis performedin this study was Principal Component Analysis with Varimax rotation. Table 1 showssample items of each dimension and the corresponding Cronbach´s Alpha.The survey response scale is of the Likert type that starts at 1. Strongly disagree, up to 5.Strongly agree. We included a dimension called "Perceived Institutional Support" with fiveitems. The initial statement

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tuition Rates," in 2023 ASEE Annual Conference & Exposition, Baltimore, MD, 2023.[7] S. Cameron, R. Daga and R. Outhred, "Setting out a conceptual framework for measuring equity in learning," in Handbook on Measuring Equity in Education, Montreal, UNESCO Institute for Statistics, 2018, pp. 16-45.[8] Michigan Association of State Universities, "Report on Tuition and Fees 2023-2024," Lansing, MI, 2024.[9] Wayne State University, "Flat-Rate Tuition Frequently Asked Questions," August 2023. [Online]. Available: https://wayne.edu/registrar/flat-rate-faq. [Accessed January 2024].[10] C. Keenan, G. Chhatwal and J. Wang, "A study of the Effects and Policy Implications of Flat Rate Tuition," International Journal of Research in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas; Rajani Muraleedharan, Saginaw Valley State University; Tina Thomas

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Diversity

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

, especiallyprivate colleges and minority-serving institutions, to validate and broaden the findings.Longitudinal studies tracking student success over multiple semesters would help establishcausal relationships between accommodations and academic outcomes.References[1] Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Supportfor students with hidden disabilities in universities: A case study. International Journal ofDisability, Development and Education, 62(1), 24-41.https://doi.org/10.1080/1034912X.2014.984592.[2] Arco-Tirado, J. L., Fernandez-Martin, F. D., & Fernandez-Balboa, J. (2011). The impactof a peer-tutoring program on quality standards in higher education. Higher Education, 62(6),773–778. https://doi.org

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Stacey Sexton

Tagged Topics

Diversity

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

–43, doi: 10.1037/0000216-003.[8] A. Koenig, “Learning to prevent burning and fatigue: Teacher burnout and compassion fatigue,” M.A. thesis, Dept. Educ., Univ. Western Ontario, London, Canada, 2014. [Online]. Available: https://ir.lib.uwo.ca/etd/1928[9] T. M. Hupe and M. C. Stevenson, “Teachers’ intentions to report suspected child abuse: The influence of compassion fatigue,” Journal of Child Custody, vol. 16, no. 4, pp. 364–386, Sep. 2019, doi: 10.1080/15379418.2019.1663334.[10] G. Oberg, A. Carroll, and S. Macmahon, “Compassion fatigue and secondary traumatic stress in teachers: How they contribute to burnout and how they are related to trauma-awareness,” Front. Educ. vol. 8, Mar. 2023, Art. no

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

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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 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

Tagged Topics

Diversity

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

Society for Engineering Education. (2022). Profiles of Engineering andEngineering Technology, 2021. Washington, DC.[4] Peers, S. (2018). Statistics on women in engineering. Women’s Engineering Society,2018-01.[5] Dell, E., Lucietto, A., Cooney, E., Russell, L., & Schott, E. (2019, February).Diversity in engineering technology students. In 2019 CIEC.[6] Lucietto, Anne M., and Lesley M. Berhan. (2018). "Engineering Technology andEngineering Program Comparison of Underrepresented Students in the SameInstitution.".[7] NCES, CIP The Classification of Instructional Programs, Available fromhttps://nces.ed.gov/ipeds/cipcode/Default.aspx?y=56 10[8] NCES, CIP The

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC

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Diversity

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

category comprises three racial or ethnic minority groups (blacks orAfrican Americans, Hispanics or Latinos, and American Indians or Alaska Natives) whose representation in S&E education oroccupations is smaller than their representation in the US population."Disciplinary Differences across ME, CE, and EEDisciplinary distinctions among mechanical engineering (ME), electrical engineering (EE), andcomputer engineering (CE) are evident not only in academic trends but also in the professionallandscape. According to the ASEE survey in 2018, computer science/computer engineeringexperienced substantial growth in graduate degrees, with a 63% increase, while mechanical andelectrical engineering lagged behind with growth rates of 21.8% and 6.5

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University

Tagged Divisions

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

organizations is vital to ensure that eventsrun smoothly, STEM 4 Kids retains volunteers and participants, and the local communityremains informed. Requesting feedback from legal guardians and students as well as reflectingamongst each other after each event lets us evaluate our events and ourselves. This allows STEM4 Kids to ultimately continue to find more opportunities to grow and improve as an organization.References[1] A. VanMeter-Adams, C. L. Frankenfeld, J. Bases, V. Espina, and L. A. Liotta, “Students whodemonstrate strong talent and interest in stem are initially attracted to stem throughextracurricular experiences,” CBE—Life Sciences Education, vol. 13, no. 4, pp. 687–697, Dec.2014. doi:10.1187/cbe.13-11-0213[2] S. Vijlee and J. Merritt, “A

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

allows the researchers to assess thefeasibility of the work and to understand the ease in which participants were able to answer thequestions generated for the survey. Additionally, with the initial examination of qualitativeresponses, researchers will be able to ascertain whether students’ perspectives could lead to alarger conversation about familiarity and feelings towards the terms and the usage by variousgroups of people.Using Yin’s [15] definition of a case, the exploration of a phenomenon in its contemporary,real-life context, in which researcher(s) have little to no control of, this study enables theunderstanding of the how and why of engineering students’ perceptions of the language they useto describe and identify themselves [16

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

Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan

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Diversity

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

community. Second, course constraints (time/timing, co-instructor preferences) maypresent challenges to adoption in a certain contexts. We also see these constraints asopportunities to innovate and perhaps better adapt the assignment to the students andcircumstances at hand. And finally, a people-first approach can enrich the nuance and depth ofstudent work and their critical engagement with engineering.References[1] S.A. McDade, “Case Study Pedagogy to Advance Critical Thinking,” Teaching ofPsychology, vol. 22, no. 1. Los Angeles, CA: SAGE Publications, pp. 9–10, 1995.[2] J. Leydens and J. Lucena. Engineering Justice:Transforming Engineering Education andPractice. New York, NY USA: Wiley, 2018.[3] S. Luster-Teasley, S.C. Hardgrove-Leak, and W

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

Tagged Topics

Diversity

Tagged Divisions

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

.Lindsay, E. D., & Paterson, K. (2010). Special session — It’s a Safari out there: An allegory forlearning to navigate academia. 2010 IEEE Frontiers in Education Conference (FIE),T4J-1-T4J-2. https://doi.org/10.1109/FIE.2010.5673512Litzinger, T. A., & Lattuca, L. R. (2015). Translating research to widespread practice inengineering education. In Cambridge Handbook of Engineering Education Research (pp.375-392). Cambridge University Press. https://doi.org/10.1017/CBO9781139013451.025Pollock, M. (2022). How to practice stewardship instead of gatekeeping. Engineer Inclusion.https://engineerinclusion.com/stewarding/Secules, S., McCall, C., Mejia, J. A., Beebe, C., Masters, A. S., Sánchez-Peña, M. L., &Svyantek, M. (2021). Positionality

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

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Diversity

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Culture & Social Justice in Education, Equity

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

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Diversity

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Culture & Social Justice in Education, Equity

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

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