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

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Diversity

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

Paper ID #38539DEIB in Engineering Teaching programs in the USDr. John L. Irwin, Michigan Technological University As Professor for Mechanical Engineering Technology at Michigan Technological University, Dr. Irwin teaches courses in Product Design & Development, Parametric Modeling, and Senior Design. Research interests include STEM education in Manufacturing and CAD/CAM/CAE technical areas.Prof. Martin E. Gordon DFE P.E., Rochester Institute of Technology Martin E. Gordon, PE, DFE is Professor and Director of External Academic Relations in the College of Engineering Technology at the Rochester Institute of Technology

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

workplace communication contexts through translingual and linguistic justice frameworks. ©American Society for Engineering Education, 2024 Redefining Engineering Literacy with Generative AI: Impacts and Implications for Diverse Languages and Expertise in Engineering EducationIntroductionThis theoretical perspective paper considers the affordances and risks of writing with GenerativeAI (GenAI) technologies in engineering. Conversations around GenAI have largely focused onfaculty- and curricular-centered concerns with an emphasis on whether faculty up-skilling(D’Agostino, 2023) to learn the emergent technology would happen in time to win the higher edarms race (Bogost, 2023

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

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

Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University

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Diversity

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

Paper ID #43690Work in Progress: Toward an Analytical Framework for Inclusive and MarginalizingTalk Moves in Engineering Student Homework GroupsMs. Tyrine Jamella Pangan, Tufts University Tyrine Jamella Pangan is a STEM Education PhD student at Tufts University and a Graduate Research Assistant at the Tufts University Center for Engineering Education and Outreach (CEEO). She is interested in integrating social and emotional learning (SEL) in engineering, specifically within the elementary school context.Dr. Kristen B Wendell, Tufts University Dr. Kristen Wendell is Associate Professor in the department of Mechanical

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire

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Diversity

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

Family Studies at the University of Illinois at Urbana-Champaign. Her prior work experiences include product management, consulting, tutoring, marketing, and information technology. ©American Society for Engineering Education, 2024 Work-in-Progress: Updated Progress towards Understanding Perspectives among Neurodiverse Undergraduate Researchers in STEMAbstractIn this work-in-progress research paper, we update the community on the assessment tool wehave been developing to assess Thriving in STEM undergraduate researchers acrossneurodiversity. Neurodivergent students are often marginalized and stigmatized to the point offeeling pressure to "normalize" or "camouflage" their behavior to appear

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and interim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM

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

and racial inequality, social networks, higher education, and science and technology studies. Peoples received a B.S. in Mathematics from Longwood University in 2012, an M.S. in Sociology with graduate minors in Mathematics and Statistics from Iowa State University in 2015, and a Ph.D. in Sociology from Duke University in 2022.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

PhD Candidate in the Department of Communication at the University of Washington. Her work focuses on the intersections of gender, race, nation, and culture in relation to digital/social media.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff. Her articles have appeared in the Journal of Engineering Education, In- ternational Journal of Engineering Education, IEEE Transactions on Professional Communication, and Technical Communication Quarterly, among others.Dr. Eva

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #32802Implementation of a Module to Increase Engineering Students’ Awarenessof Unconscious BiasEmily Lauber, Microsoft Emily Lauber graduated in May 2017 with a B.S. in Civil Engineering and a minor in Science, Technology and Society from Arizona State University. Since then, she has worked in various product management roles in software consulting. Most recently, Emily joined Microsoft as a Technical Program Manager.Dr. Benjamin Emery Mertz, Rose-Hulman Institute of Technology Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

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Diversity

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Culture & Social Justice in Education, Equity

founding member of the Renaissance Foundry Research Group, she has helped to develop and investigate the pedagogical techniques utilized to enhance critical and creative thinking at interdisciplinary interfaces.Dr. Stephanie Jorgensen, Tennessee Technological University Dr. Stephanie N. Jorgensen holds a PhD in Engineering with a Chemical Engineering concentration from Tennessee Technological University (TTU). She is currently on the Faculty in the TTU Department of Chemical Engineering. Her research interests focus on engineering education as well as the development and validation of mathematical and physical models for better understanding of species transport through healing wounds and predicting the effects of

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

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Diversity

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

student recruitment, retention, and success metrics. Dr. Slim’s scholarly contributions include numerous articles on the application of data science in enhancing educational practices.Prof. Mitchell L R Walker II, Georgia Institute of Technology Mitchell L. R. Walker is a Professor of Aerospace Engineering and Associate Dean of Academic Affairs at the Georgia Institute of Technology. His primary research interests include experimental and theoretical studies of advanced plasma propulsion concepts for spacecraft. Dr. Walker received his Ph.D. in Aerospace ©American Society for Engineering Education, 2024

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

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Diversity

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

Engineering and Technology at Old Dominion University (2016–2019), Department Head and Professor of Engineering Education at Virginia Tech (2011–2016) and held faculty and administrative positions at Virginia Commonwealth University (2008–2011) and the University of Nebraska-Lincoln (1998–2008). Her research interests include: Broadening Participation, Faculty and Graduate Student Development, International/Global Education, Teamwork and Team Effectiveness, and Quality Control and Manage- ment. In 2003, she received the CAREER award from the Engineering Education and Centers Division of the National Science Foundation. Dr. Adams is a leader in the advancement and inclusion of all in science, technology, engineering

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

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Diversity

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

Paper ID #38914Music, Coding, and Equity: An Exploration of Student and TeacherExperiences in Decoding Messaging and Discussing Equity with the ”YourVoice Is Power” CurriculumDr. Sunni Haag Newton, Georgia Institute of Technology Sunni Newton is currently a Senior Research Scientist at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educatiRoxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of

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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Diversity

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Culture & Social Justice in Education, Equity

- funded STEM education research projects.Dr. Cristina Poleacovschi, Iowa State University of Science and Technology Dr. Poleacovschi is an Assistant Professor at Iowa State University. She researches issues of diversity and focuses on intersectional aspects of microaggressions.Dr. Scott Grant Feinstein Dr. Scott Feinstein is an expert in research design and comparative and identity politics.Dr. Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University Dr. Stephanie Luster-Teasley is an Associate Professor with a joint appointment in the Departments of Civil, Architectural, and Environmental Engineering, and Chemical, Biological, and Bioengineering. Over the last ten years, Dr. Luster-Teasley has

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

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Diversity

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

Technology) from Moi University in Eldoret, Kenya. I am extremely passionate about teaching and public information dissemination. Creating a safe, friendly and productive environment for my target audience to learn is my top priority. With a strong background in electrical engineering, I am a meticulous python programming-based data analyst with vast experience working with a variety of synthetic aperture radar datasets, arising from my two years postgraduate research studies as a Master of Engineering student. A Critical thinker continuously looking at ways of improving teacher-student engagement processes, I am adept in organizing work flow, creating lesson plans, presenting ideas in a compelling way, interacting with

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech

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Diversity

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

Paper ID #38717Mixed in Engineering: Introducing Critical Multiracial Theory toEngineering Education ResearchMs. Michelle Choi Ausman, Virginia Tech Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relation- ships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noelle K Comolli, Villanova University; David Jamison, Villanova University

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Diversity

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

access by zip code – looking at which cities/states provided access to key gateway courses that are often required to enter engineering programs (high school physics, calculus, AP courses, etc.) • The use of AI in police surveillance, with a heated discussion on the interest in campus police pursuing this on our own campusIn all of these examples, students then had to take the further step of looking at methods forengineers to do better. They had to propose methods to increase STEM access in schools, how theASEE code of ethics requires us to challenge the NIMBY arguments (Not In My Back Yard) thatprivilege rich white neighborhoods, and what should be done to improve technology in policesurveillance. These examples were

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

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Diversity

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

which their design takes place and consider different sociotechnical possibilities(Cech, 2013; Riley 2008). They must engage in expansive thinking, which entails breaking freefrom “status quo narratives and attend[ing] to science and technology from a human-centered,systems-level perspective” (Radoff et al, 2022, p. 2). This breaking free requires engineeringstudents to rethink what socio-political and economic values and perspectives are being includedin engineering from the standpoint of social justice and equity. For students, opportunities toquestion dominant narratives and values prevalent in engineering design can prompt acutefeelings of uncertainty around the process and outcomes of engineering work (Baillie &Armstrong, 2013).In our

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

Bouchet Honor Society in 2017. Sreyoshi is passionate about improving belonging among women in Engineering. She serves as Senator at SWE (Society of Women Engineers) - the world’s largest advocate and catalyst for change for women in engineering and technology with over 42,000 global members. She also champions and serves as advisor at Sisters in STEM - a not-for-profit led by school students, aimed at increasing interest, engagement, and allyship in STEM. Learn more about her work at - www.ThatStatsGirl.com. This work was carried out independent of author’s current employment at Amazon. Views expressed in this paper are the author’s own and do not represent those of the organization she works at.Dr. Lauren Thomas

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette

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Diversity

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

conceptinventories and to understand what sociocultural norms and lived experiences are represented inthose contexts, which have implications for fairness. The overarching research question is: Whatsociocultural norms and lived experiences are dominant in the context of concept inventoryquestions?Literature ReviewConcept Inventories Science, technology, engineering, and mathematics (STEM) educators and educationalresearchers commonly use concept inventories (CIs) to assess students’ conceptualunderstanding of foundational topics by asking students about the topics in everyday, out of theclassroom contexts [2], [5]. Globally CIs are used to assess students’ conceptual understandingof specific subject areas and study the effectiveness of curriculum

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

), working on initiatives to protect the watershed by bringing value to waste up-stream and transparency to the state of water quality. ● Twain High School, partnering for the participation of pregnant and parenting teens in a USD interdisciplinary course, Creative Minds, that combines ways of thinking from theatre, mathematics and engineering, to create tools or manipulatives that can be used by young children to facilitate mathematical learning. ● Viejas Band of the Kumeyaay Nation, enabling USD engineering students and Kumeyaay children to exchange ideas, collaborate, and share cultural knowledge in their Science Technology Engineering Art and Math (STEAM) lab. ● Waste for Life, supporting communities to develop

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

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Diversity

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Culture & Social Justice in Education, Equity

Engineering: Learning Identity, Gender, and Power via Engineering Practice by K. L. Tonso," Science, Technology, & Human Values , vol. 34, no. 1, pp. 130-133, 2009.[25 B. Capobianco, "Undergraduate Women Engineering Their Professional Identities," Journal of Women and Minorities in Science and Engineering, vol. 12, no. 2-3, pp. 95-117, 2006. 12[26] P. McClure and A. Rodriguez, "Factors related to advanced course-taking patterns, persistence in science technology engineering and mathematics, and the role of out-of-school time programs: A literature review," The Coalition for Science After School , New York, 2007.[27] M. C. LOUI

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

Paper ID #41412Board 116: Experiences of Engineering Students with DisabilitiesIsabel Miller, University of Michigan Isabel Miller (she/her) is pursuing a PhD in Engineering Education Research at the University of Michigan. She received her BS and MS degrees in Bioengineering at the University of Illinois Urbana-Champaign. She is interested in the researching the experiences of students with disabilities.Dr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering education research at the University of Michigan. Her research interests include

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

math andscience, young women make up approximately 21.9 percent of undergraduate engineeringmajors [3].Efforts aimed at persuading girls and young women to pursue engineering include increasedscience, technology, engineering and math (STEM) extracurricular activities in schools, mediacampaigns to raise awareness and the development of new science and technology toys designedfor girls and young women [4], [5]. Recruiting young women to engineering, however, is notwithout challenges. Engineering is often perceived of as a traditionally masculine occupation thatis unwelcoming to women [6], [7]. Studies also regularly find that women in engineeringencounter discrimination, difficulties cultivating a sense of belonging and obstacles to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

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Diversity

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

Paper ID #39932Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsKenya Z Mejia, University of Washington Kenya Z. Mejia is a PhD Candidate at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Hailee Kenney, University of WashingtonTiffany Dewitt, University of WashingtonDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College

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Diversity

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

to technology-richenvironments like makerspaces for traditionally underserved youth in engineering. Several pro-Makerspace actors purport that having experiences in such open-ended project-based settings canencourage engagement with engineering. However, as we know from prior work in the area,simply providing access to technology-rich spaces does not allow underserved youth to feelownership and belonging in both makerspaces and engineering environments. Additionally,formal and informal engineering education experiences do not center on preventing harm tocommunities and the environment in engineering work. Not only do future generations ofengineers need to reduce the harm caused by engineering and technology proactively, but harmreduction

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

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Diversity

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Culture & Social Justice in Education, Equity

Assistant Professor in the Human-Centered Engineering Program at Boston Col- lege. She received her PhD in Engineering Education and MS in Aerospace Engineering from Purdue University, and BE in Aeronautical Engineering from Punjab Engineering College. Her scholarship is motivated by the fundamental question of how engineering and technology can support people in living well in an increasingly engineered world. Her research focuses on affordances of technology, humanis- tic design, and engineering epistemology to promote purpose and connection in engineering education. In her work, she partners with students and educators (middle school to undergraduate), youth and their families, community organizations, artisans

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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Diversity

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

Paper ID #39099Improving Video-Conference Workshops through an Intersectionality LensDr. Carol Elizabeth Marchetti, Rochester Institute of Technology Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.Prof. Margaret B. Bailey, P.E., Rochester Institute of Technology Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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Diversity

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Culture & Social Justice in Education, Equity

), he has written six textbooks and more than 300 peer-reviewed technical papers. Professionally, he serves on journal editorial boards and conference program committees and is also active in technical consulting. American c Society for Engineering Education, 2021 Women in Science and Engineering: A Tale of Two Countries Behrooz Parhami ECE Department, University of California, Santa Barbara, USAAbstract: Despite poor retention and advancement prospects, as well as female-unfriendly workplaces and corporate policies, women continue to flock to and excel inSTEM (science, technology, engineering, mathematics) fields. In this