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

Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College

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

Paper ID #47557The impact of technology on minoritized students’ agency and environmentalresponsibilityMobina BeheshtiJulia WilderAnnick M ManseauSofia Ella MigonIsabella Stuopis, Brown University Lecturer in Engineering at Brown University. Former Postdoctoral Research Fellow at Boston College in Human Centered Engineering program under mentorship of Professor Avneet Hira. Earned PhD in Mechanical Engineering at Tufts University under mentorship of Kristen Wendell. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistants, makerspaces, broadening

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue Engineering Education

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match their vision ofprogress, progress based in technological and economic advancement [22, 25] through and forprivate industries [39, 40]. In order to possess Hawaiian land and Native Hawaiian people,settlers continuously positioned themselves as the authority in the economy and the governmentthrough a false claim to indigeneity [22]. A Western vision of progress is seen in all the layers.The move to globalized trade and increasing sugar production both moved to progress Hawaiʻi toalign with a capitalistic global economy. At these times, the infrastructure and water diversionprojects represented technologically advanced engineering feats demonstrating how the Westernvision of progres continuously works to enable the settler colonial logic of

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

Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma

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Paper ID #46695Engineering Just Futures: Preparing Undergraduate Engineers to IntegrateTechnical, Sociocultural, and Environmental Perspectives [Work-in-Progress]Dr. Jacob Pleasants, University of Oklahoma Jacob Pleasants is an Assistant Professor of Science Education at the University of Oklahoma, where he studies the intersection of science, technology, society, and the environment within the context of STEM education.Dr. Moses Olayemi, The University of Oklahoma Moses Olayemi is an Assistant Professor of Engineering Pathways at the University of Oklahoma. He is the Founding President of the African Engineering Education

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

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

) framework intoengineering classrooms to equip students with the tools to address systemicinequities and environmental challenges. Grounded in culturally sustaining and anti-deficit pedagogical practices, the EOP framework leverages tools such as theSTEEP framework (Social, Technological, Economic, Environmental, andPolitical) to foster systems-level thinking and engage students in criticaldiscussions about the intersection of engineering, equity, and justice. This paperexamines a case study where the EOP-aligned curriculum was implemented in acourse analyzing the Atlanta water main crisis. Faculty training, supported by theSTEEP framework and reflective practices inspired by Schön’s (1984) concepts of“Reflection-in-Action” and “Reflection-on-Action

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

Sophie Marie Martyrossian, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo

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, Rensselaer Polytechnic Institute Gabriel Medina-Kim is a PhD candidate in the program of Science and Technology Studies (STS) at Rensselaer Polytechnic Institute, where they study the intersections of computing and anti-racist STS. Their dissertation analyzes the dynamics of equity-based initiatives in computing education.Dr. Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 32 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. I am dedicated to Equity and Access especially in a time such as this.Dr. Lynne A

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Paper ID #49503Elevating Community Visions of Equity, Culture, and Social Justice in Education(ECSJ) for Minoritized Students through PhotovoiceDr. Jeremy A. Magruder Waisome, University of Florida Dr. Jeremy A. Magruder Waisome is the Thomas O. Hunter Rising Star Assistant Professor in the Engineering Education Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring in engineering and computing. She is passionate about broadening participation and leverages evidence-based approaches to improve the engineering education environment.Dr. Jerrod A Henderson, University of Houston

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling; Yerika A Jimenez, Duke University; Amy Arnold; Kelly Perri, Duke University; Victoria Lee, Duke University; Erin Haseley, Duke University

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Paper ID #45945Reclaiming Space: Fostering Inclusivity for Women in Engineering FieldsShaundra Bryant Daily, Duke University Shaundra B. Daily is the Cue Family Professor of the Practice in Electrical and Computer Engineering at Duke University. 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

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

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://entrepreneurship.engineering.asu.edu/community-of-practice-teaching-workshops/Bennett, A.B., Uhing, K., Williams, M., & Kress, N. (2023). A set theory analysis of the relationship between active learning and equitable and inclusive teaching. International Journal of Mathematical Education in Science and Technology, 54(9), 1765-1784. https://doi.org10.1080/0020739X.2023.2255183Brooks, A.L., Shekhar, P., Knowles, J., Clement, E., & Brown, S.A. (2024). Contextual influences on the adoption of evidence-based instructional practices by electrical and computer engineering faculty. IEEE Transactions on Education 67(3), 351-363. https://doi.org/10.1109/TE.2023.3338479Bush, V. (1945, July 1). As we may think. The Atlantic. https://www.theatlantic.com/magazine

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona

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Access: The New ERAof Engineering. This project is a multi-university collaborative that includes partners from TheUniversity of Arizona, Georgia Institute of Technology, and The University of CaliforniaSandiego, and aims to promote equitable attainment of engineering degrees by utilizing data-driven interventions across multiple universities. Engineering education has long struggled withbarriers to equity, particularly among marginalized, low-income, and first-generation students.By leveraging student performance data, curricular structures, and demographic information, thiscollaborative will create targeted interventions that improve retention, academic success, anddegree completion in engineering.Guided by Kotter’s Change Model (KCM), the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

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who are also part of the Scholarships in Science, Technology,Engineering, and Mathematics (S-STEM) program. The S-STEM program is a federal effortfunded by the National Science Foundation to support low-SES, high-achieving students in theirpursuits of STEM degrees. S-STEM program provides comprehensive support throughmentorship, financial assistance, academic guidance, and structured activities. In addition toscholarships that alleviate financial burdens, the program offers mentorship from faculty andindustry professionals, academic guidance tailored to individual needs, and structured activitiesdesigned to foster a sense of belonging, community, and professional identity.To address these objectives, we aim to answer this research question

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

Engineering. ©American Society for Engineering Education, 2025 Using student-led case studies in engineering to build cultural awareness, self-knowledge, and ethical engagementAbstractThe purpose of this practice paper is to share initial reflections and several samples of studentwork from a newly developed activity sequence for engineering courses in which sociotechnicalcase study development is student-led. Case study engagement is a valuable way to groundengineering technologies in real-life contexts so students can examine the social implications ofengineering work [1]. Currently, the integration of case studies in engineering classrooms isalmost entirely teacher-led, where a prepared study is given to 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

Rachel Figard, University of Georgia

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

livedexperience and (2) framing disabled individuals as “engineered for” rather than as engineers.These trends reflect broader patterns in how disability is conceptualized within engineeringeducation research and underscore the need for more critical, justice-oriented approaches.Emphasis on Interventions Over Lived Experience A significant portion of excluded studies focus on interventions, technologies, andinstitutional programs designed to support disabled students in engineering education. Whileinterventions are crucial for ensuring access and success, these studies often frame disability asan individual deficit to be mitigated, rather than interrogating the systemic ableism embeddedwithin engineering education. For instance, many

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

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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of community partners are heard and incorporated in decisions regarding the placement of electrified infrastructure. Her work includes modeling greenhouse gas emissions on regional and national scales, supported by funding from NSF through ASPIRE and the Federal Highway Administration through the City of El Paso. 2. Water Treatment, Resource Recovery, and Conservation: She leads pilot-scale projects on water reuse, resource recovery, and brine reduction from desalination, utilizing advanced technologies such as membrane processes and electrodialysis. These efforts are funded by El Paso Water, the U.S. Bureau of Reclamation, the National Alliance for Water Innovation, and NOAA. 3. Engineering Workforce Development

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

Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University

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Florida International University. He has professional experience in Information Technology, Semiconductors, and Telecommunications in international companies such as Ecopetrol, Texas Instruments, and Ericsson. His research interests focus on inclusive STEM learning and teaching methodologies for students with physical disabilities.Mr. Joseph Ronald Sturgess, Florida International University Joseph Sturgess is a Ph.D. student in the School of Universal Computing, Construction, and Engineering Education majoring in Engineering Education at Florida International University, where he also serves as a graduate research assistant contributing to various projects supporting post-traditional students and transfer students. His

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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models. Aaron holds a B.S. in Aerospace Engineering from Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining Michigan, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder.Dr. Sarah Jane Bork, University of Georgia Dr. Sarah Jane (SJ) Bork is an Assistant Professor in Electrical and Computer Engineering with an emphasis on engineering education research. Dr. Bork’s research has focused on examining the mental health experiences of engineering graduate students. She has studied different areas (e.g., social factors, engineering culture, etc.) using a variety of research methods (e.g., regression analysis

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University

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expertise and academic research enables him to explore innovative intersections between business, technology, and education.Dr. Nadia N. Kellam, Arizona State University Nadia Kellam (she/they) is Associate Professor of Engineering and the Associate Director for Research Excellence within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. She is a faculty in the Engineering Education Systems and Design PhD program. Dr. Kellam is an engineering education researcher and a mechanical engineer. She is also deputy editor of the Journal of Engineering Education and co-chair of ASEE’s Committee on Scholarly Publications. In her research, she is broadly interested in developing

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)

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

Education, 2025Introduction & Lit RevThis critical theory paper promotes the understanding of nonbinary student experiences inscience, technology, engineering, and math (STEM) and how they gain support to persist inSTEM. Promoting inclusion of transgender, nonbinary and gender non-conforming (TNBGNC)students has been recognized by the National Academies of Science, Engineering, and Medicine(NASEM) as a growing area of change for the field of engineering (NASEM, 2018). In the 2022cycle of the Common App, Jaschik reports that over 26,000 potential students (2.2%) of the 1.2million applicants identified as TNBGNC and over 36,000 potential students (3%) identified asusing they/them pronouns (Jaschik, 2023). These statistics are further mounting

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque

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, Liliana Ahumada1 y Fidel Ramirez1 1 Universidad El Bosque, Bogotá, Colombia 2 Universidad de los Andes, Bogotá, Colombia 3 Georgia Tech, Atlanta, United StatesAbstractSTEM (Science, Technology, Engineering, and Mathematics) is an interdisciplinaryeducational approach developed by the U.S. National Science Foundation to foster research,innovation, and learning. By integrating these fields, STEM education aims to developtheoretical understanding and practical application in real-world contexts. Despite itswidespread adoption in developed countries, some initiatives

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

Nadia N. Kellam, Arizona State University

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sharing narratives is to provide an honest account of my journey in engaging withAI as an engineering educator. By openly discussing the successes and the mistakes Iencountered along the way, I aim to foster transparency in how educators might critically andcreatively engage with AI in their work. Mistakes are an inevitable part of exploring new tools,and I hope that by sharing mine, I can contribute to a broader, collective understanding of howAI might be thoughtfully incorporated into equity-centered education.Literature ReviewSystemic biases in AI arise from the deeply embedded inequities in the data, design, anddeployment processes of these technologies. Joy Buolamwini’s groundbreaking work inUnmasking AI reveals how these biases are often

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

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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dehumanizing to all, as its pillars prevent white people fromaccessing compassion and empathy while holding down those that do not subscribe toWhiteness. Whiteness perpetuates inequities and stifles the potential for genuine allyship andtransformative change, ultimately hindering the growth and success of the entire engineeringacademic and industry community.References 1. A. Hacker, Pleasure, Power and Technology: Some Tales of Gender, Engineering, and the Cooperative Workplace, vol. 5, Oxfordshire, UK: Routledge, 2017. 2. K. L. Tonso, On the Outskirts of Engineering: Learning Identity, Gender, and Power via Engineering Practice. Rotterdam, NL: Sense Publishers, 2007. 3. R. J. Downey, J. A. Mejia, D. A. Chen, G. D. Hoople

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Paper ID #47975Exploring the Role of Peer and Faculty Interactions in Shaping the Sense ofBelonging among International Graduate Engineering Students (IGES) at anHBCUTolulope Iyanuoluwa Abiri, Morgan State University Tolulope Abiri is a graduate student in Civil Engineering at Morgan State University, where he also serves as a Research Assistant. He holds a bachelor’s degree in Civil Engineering from the Federal University of Technology, Akure (FUTA). His current research focuses on the sustainability and resilience of transportation infrastructure in the face of sea level rise, with a particular emphasis on coastal

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

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

Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the experiences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, contributing to the larger body of research in the field.Ms. Nivedita Kumar, Florida International University Nivedita (Nivi) Kumar is a doctoral candidate in engineering and computing education at Florida International University (FIU), with a research focus on caste-based inequities in engineering and computing education in the U.S. Their work examines how systems, structures, and cultures

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

Elisa Bravo, University of Michigan; Clay Walker, University of Michigan

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implications of this event. This paper presents our findings to how students answered thefollowing questions related to our case study: “How do you practice being ethical as an engineerthrough language? What lessons can you learn from the Flint Water Crisis?” In the followingsection, we provide background information on the Flint Water Crisis that was embedded into thecourse content.Engineering is conceptualized in this study as a sociotechnical practice ( McGowan & Bell,2020). This perspective highlights how engineering work impacts and is influenced by society(Rodrigues and Cicek, 2024). According to Mazzurco and Daniel (2020), sociotechnical thinkinghas three domains: technology, people, and broader context. Within this framework

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

Jabari Kwesi, Duke University; Morgan bernstein, Duke University; Reagan Lenora Razon, Duke University; Andre Luis Barajas, Duke University; Brean Elizabeth Prefontaine, Duke University; Victoria E. Callais, Duke University; Shaundra Bryant Daily, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University

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research focused on the racialization of digital campus spaces through the lens of undergraduate experiences and administrative reflection on organizational infrastructure and digital campus culture. Her other research interests include racial equity and STEM education, whiteness and organizational change, untangling whiteness in research approaches, and equity-focused research on higher education in the deep south.Shaundra Bryant Daily, Massachusetts Institute of Technology 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

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

-buildingpractices. These elements are critical in addressing gaps for neurodivergent learners and ensuring that digitaleducation environments evolve to meet the needs of all students.Background and Literature Review Neurodiversity reflects the natural variation in cognitive functioning within the human population,encompassing conditions such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder(ADHD), dyslexia, and other neurological differences. This framework shifts the perspective from viewingthese conditions as deficits to recognizing them as valuable aspects of human diversity. Within science,technology, engineering, and mathematics (STEM) disciplines, neurodiversity emphasizes inclusive practicesthat accommodate diverse

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator

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Paper ID #49423Ending the Use of Non-Disclosure Agreements to Silence Reporting of SexualHarassment and Discrimination in US Higher EducationProf. Robert P. Leland, Oral Roberts University Robert Leland has taught engineering at Oral Roberts University since 2005. Prior to that he served on the faculty at the University of Alabama from 1990 - 2005. His interests are in control systems, engineering education, additive manufacturing and stochastic processes.Dr. Molly Shanahan, Independent artist, advocate, and educator Molly Shanahan, PhD, is a choreographer, performer, dance educator, and advocate working at 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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labs can be overwhelming for neurodivergent students who may bebetter served with anonymous technology, but this also requires additional consideration [23].Peer Assessment of TeamworkPeer assessment of team functioning is well-known in engineering education. Planas-Llado et al.studied the interaction between peer feedback on teamwork and final grades [24]. They foundthat the best-functioning teams tended to rate all the team members equally, which validates themethods described in this work. They found that students who viewed their efforts as positiveand effective rated their team members similarly. Other researchers found that discussing bestpractices for teamwork with students in detail led to better team outcomes [25]. They also foundthat

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ella Hedberg, University of Michigan; Caroline Louise Carter, University of Michigan; Xiaping Li, University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan; Prachi Shah, University of Michigan

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factors that inhibit full participation of students who identify with historically marginalized groups and investigate evidence-based strategies for mitigating these inequities. In addition, she is interested in technology and how specific affordances can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments.Prachi Shah, University of Michigan ©American Society for

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary; Laleh Behjat, University of Calgary

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

values, power dynamics, and systems of oppression. The infrastructure, technologies, and products created by engineers shape how peoplelive, work, and interact, often reinforcing existing inequities or creating new ones. From thedevelopment of weapons used in war to technologies that perpetuate surveillance and control,engineering has a direct impact on societal structures and human rights [4]. Even choices thatseem purely technical, such as material selection or energy sources, carry ethical implications, asthey affect environmental sustainability and global resource distribution. By failing to questionthe broader implications of their work

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)

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CBE—Life How the persistence of transgender and gender al. Sciences TNBGNC students Education compares to other nonconforming students in underrepresented undergraduate STEM majors minorities and cis peers Queerness in science, technology, Cross et Journal of How LGBTQ+ allies engineering, and mathematics al. Diversity in become allies and (STEM): insights and foresights from Higher integrate that identity experienced lesbian, gay, bisexual, Education