Displaying results 211 - 226 of 226 in total
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
perpetuate caste inequities despite an apparent caste-blind environment. They also explore gender diversity in computing education, particularly addressing the leaky pipeline issue affecting women’s participation in STEM fields. ©American Society for Engineering Education, 2025 “I can’t see race here”: Pragmatic, theoretical, epistemological, and communicativechallenges researchers and instructors have with observing race in engineering classrooms1. Introduction:Engineering has historical origins in white supremacy, patriarchy, and classism [1], [2], [3].Despite efforts to diversify the profession, these systems of power and inequity have largely beenperpetuated. While many research efforts document the
- Conference Session
- An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
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- 2025 ASEE Annual Conference & Exposition
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- Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
alignment with its mission,several pillars point to the need for introspection of constituents and how they engage with thesesystems to acknowledge, explore, and share how we contribute to the enactment of equity,culture, and social justice. Participatory action research (PAR) emphasizes the involvement ofstakeholders throughout the research process to ensure both accuracy and relevance. By focusingon context-specific action, PAR provides a valuable way to elevate participants’ voices duringresearch and intervention development [1]. It also helps ensure that the perspectives of thosedirectly engaged in the work are included in the analysis [1].In this arts-based research paper, we explore the experiences of engineering student researchersthrough
- Conference Session
- Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
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- 2025 ASEE Annual Conference & Exposition
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- Alexandra DakotaTomi Brunson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Elizabeth A. Reddy, Colorado School of Mines
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Colorado School of Mines. She is a social scientist, holding a PhD in cultural anthropology from the University of California at Irvine. ©American Society for Engineering Education, 2025 Grounding Change: Exploring Ambiguity in Geophysical Methods to Foster Decolonized Thinking in EngineeringIntroductionCalls for decolonizing curricula have underscored the need for integrating diverse ways ofknowing into educational approaches [1], [2], [3], [4], [5], [6]. However, more research isnecessary regarding how to cultivate critical consciousness and shift entrenched mindsets amongstudents to make decolonizing engineering possible [7][8]. Efforts to expand students’ criticalconsciousness in
- Conference Session
- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Clausell Mathis II, Michigan State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. IntroductionHistorically, our educational system has primarily benefited students from higher socioeconomicbackgrounds while disadvantaging those from marginalized communities [1]. This lack of inclusivity hasbeen a significant factor in the disconnect many students from diverse backgrounds feel towardstraditional pedagogical approaches, such as didactic instruction [2,3]. Traditionally, physics has beentaught didactically, where teachers present content in a lecture format, expecting students to absorb asmuch information as possible [4]. However, research indicates that this method has resulted in minimalpositive outcomes in students’ understanding and engagement with physics [5]. Because of this, there hasbeen a shift towards more interactive and student
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Nidia Banuelos, University of Wisconsin - Madison; Ross J. Benbow, University of Wisconsin - Madison; Benjamin C. Flores, University of Texas at El Paso
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
receiving supportfrom religious or spiritual communities. In turn, this spirituality and faith can inculcate a positiveworldview, a sense of purpose, and compassion for others (Park et al., 2020),. We also measure FictiveFamilial Capital, which includes connections with people who are not related to students by birth oradoption, but who may feel like family away from home because of a shared identity or experience(Duran & Pérez, 2019). Table 1, available in the Appendix, offers more information on our scale itemsand their origins. Before describing our data and methods in more detail, it is important to note that the CCWframework has increased in popularity among STEM educators and researchers. Indeed, twenty-twopapers have been
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering at the University of Texas at El Paso (UTEP) and the Co-Director of the NSF Engineering Research Center for Advancing Sustainability through Powered Infrastructure for Roadway Electrification (ASPIRE). She is deeply committed to advancing equity, particularly in providing access to safe drinking water and promoting clean transportation solutions as catalysts for social mobility. Through her work, she actively advocates for these causes and engages her students in hands-on learning experiences at local, regional, and international levels. Dr. Santiago’s expertise spans four key areas: 1. Equity and Environmental Impacts of Clean Transportation and Electrified Infrastructure: Dr. Santiago ensures that the voices
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
practices and support efforts to create more inclusive and equitable environments forfinancially disadvantaged students. The findings will guide future research and initiatives aimedat reducing institutional barriers and fostering the success and retention of low-SES students inengineering.IntroductionEngineering is often hailed as a pathway to innovation and social mobility, yet its accessibilityremains unevenly distributed, shaped by enduring systemic inequities. Wide-scale barriers rootedin social, cultural, and economic disparities have long shaped the field, disproportionatelymarginalizing women, racial and ethnic minorities, and many other underrepresented groups. [1].Despite efforts to diversify the engineering workforce, these populations
- Conference Session
- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
considered under “Black, Latine, and Multi-racial”group. We assigned the non-Hispanic White and non-Hispanic Asian students to the “White andAsian” group. The non-first-generation students had at least one parent completing a collegeeducation, a bachelor’s degree, or any postgraduate degree (Master’s/Ph.D.). Out of the 20 participants, 6 students were sophomores, 13 students were juniors, and 1 was asenior student. In terms of demographic background, the distribution was as follows: 40% women(N=8), 60% men (N=12), 50% Black, Latine, and Multi-racial (N=10), 50% White and Asian(N=10), 15% first-generation (N=3), and 85% non-first-generation (N=17).Survey The undergraduate students enrolled in the Cell Biology for Engineers course were invited
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 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
. STEM Education 1. IntroductionThe caste system is a rigid hierarchy that assigns individuals their status and opportunities basedon birth. With 5.4 million South Asians and 11% representing the graduate student population inthe U.S., caste-based oppression has infiltrated U.S. academic and professional spaces [1]. Inrecognition of the presence of caste oppression, cities like Seattle and Fresno made castediscrimination illegal in 2023, while many universities, including Brandeis, Brown, and Harvard,included castes in their Title IX protections, largely due to grassroots activism [2], [3]. However,in November 2023, California Governor Gavin Newsom vetoed the Caste Discrimination Bill SB403, arguing that protections against “ancestry
- Conference Session
- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
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- 2025 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Stacey Sexton
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, 2025 “No one has asked me before”: Reflections on understanding compassion fatigue among computer science researchers, teachers and advocates (Work in Progress)Abstract:The purpose of this Work In Progress paper is twofold: 1) to share the story of the evolution ofour research to rehumanize our community of computing education researchers and educatorsand 2) to share our research findings examining the ways in which people are attending to theirown whole humanness as to continue showing up and working toward liberation day after day.What began as a focus on how teams use data to inform equitable programs, policies andpractices with a lens on intrateam power dynamics and representation, shifted to
- Conference Session
- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
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- 2025 ASEE Annual Conference & Exposition
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- Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona
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- Culture & Social Justice in Education Division (EQUITY), Equity
project takes a structured approach toinstitutional transformation. By following Kotter’s eight steps, this effort drives momentum, andfosters change in engineering education. Using KCM ensures that each phase of the initiative,from planning to execution, is supported by strong leadership and clear communication, whichare critical for overcoming resistance and maintaining progress.The project is structured around three primary goals: (1) establish a sustainable network forcollaboration among faculty and institutions, (2) create a replicable model for interventions andlearning strategies to address multi-disciplinary academic preparation barriers to pursuingengineering degrees, and (3) improve the equitable attainment of engineering degrees
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
disabilities(NADs), is an ongoing challenge in engineering education. NADs—such as autism, ADHD,learning disabilities, and anxiety disorders—can impact learning and mental health, while oftenremaining “invisible” to instructors and fellow classmates. Research shows thatstudent-professor interactions significantly affect the educational experiences of students withNADs [1]-[2]. However, while STEM faculty generally express a desire to support these students[2], there still exists a gap in understanding for these instructors which can exacerbate thechallenges faced by students with NADs [1]. Given that one in five students has at least onedisability [3], understanding and improving the educational experiences of disabled students inengineering is
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
dimension has at least two authors’ experiences.Dimension 1: Emotional wellnessThis dimension highlights the authors’ accounts of how immigration policies force them to makedifficult decisions that negatively impact their emotional well-being. One author explains: I am married to the best husband in the whole wide world, and I have two beautiful kids aged 7 and 5 ( I call them my jewels). Coming to study here meant separation from my family for only God knows how long. This is by far the most difficult, bravest, and scariest decision I have made in my life ( I hope and pray by God that I don’t regret it). I wake up some mornings, missing them like crazy.She
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Nadia N. Kellam, Arizona State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
neurodivergent faculty,offering tailored guidance and support. The third narrative involves a speculative design exercisewhere faculty engaged in equity-centered institutional change used AI to create “dark futures”narratives and envisioned emancipatory interventions to prevent those futures from becomingreality. Together, these narratives illustrate how AI, far from being solely a technical tool, can bea relational and transformative force in engineering education.In many current conversations about AI in engineering education, AI is framed as a purelytechnical tool, often divorced from its social and ethical implications [1], [2]. AI can perpetuateoppression, domination, and control when designed and deployed without critical reflection.Furthermore
- Conference Session
- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
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- 2025 ASEE Annual Conference & Exposition
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- Elisa Bravo, University of Michigan; Clay Walker, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
water was causing lead leaching. Additionally, Dr. Mona Hanna-Attisha'sresearch identified elevated blood-lead levels in Flint's children. These findings were disclosed inSeptember 2015, leading Michigan’s Department of Health and Human Services to declare apublic health emergency on October 1, 2015, advising residents not to consume the water. By 3late October, Flint reconnected to the DWSD water source, yet the risk of lead leachingremained, prompting the city to recommend lead filters or bottled water for residents.Much of the responsibility or blame was placed on Michigan’s Department of EnvironmentalQuality, as their minimal approach to
- Conference Session
- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
diverse students. However, the study also offers insightinto potential approaches for power-building amongst marginalized students, who are the bestexperts in their own experiences.IntroductionThis study takes place at a research-intensive, highly-selective public university in theMidwestern United States. This institution, and its engineering college, serves primarily whitestudents from highly affluent financial backgrounds [1], a similar educational context to eliteinstitutions throughout the United States and the Global North. Despite its legal status as a“public” institution, a previous study of engineering undergraduate student outcomes at thisinstitution found that two-thirds of the undergraduate engineering students came fromhouseholds