Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

Tagged Divisions

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

Paper ID #41267An Experience Report on Reducing Barriers by Removing Prerequisites fora CS 1 Introductory Programming CourseDr. Udayan Das, Saint Mary’s College of California Udayan Das is an associate professor and program director in computer science. Dr. Das’s main area of research is Technical Language Processing (TLP). Current NLP approaches and LLMs are inadequate to dealing with the complexity of technical text that needs to be reasoned on in such a manner that the accuracy of the automated reading can be relied upon and the cross-referentiality of technical documentation can be captured. His current research is

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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

in the Department of Civil, Environmental, and Architectural Engineering (CEAE) and Director of the Integrated Design Engineering (IDE) program. The IDE program hosts a BS degree in IDE accredited by the ABET EAC under the general criteria and a new PhD degree in Engineering Education. Bielefeldt is a Fellow of the ASEE and a licensed P.E. in Colorado. ©American Society for Engineering Education, 2024 The Paint Bucket Model of Dis/ability in STEM Higher Education: Axioms 1-3AbstractDis/ability is a complex, evolving, and nuanced concept. Recognizing the absence of a cleardefinition of dis/ability, the first author proposed a “paint bucket dis/ability

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Diversity

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

enactment of liberatory pedagogy is discussed through the perspectives of JEDIalumni.2. Literature ReviewThis section includes a review of literature focused efforts that seek to improve the experiencesof marginalized undergraduate engineering students or support them in creating change in theirlocal university or community context.2.1. Student Support ProgramsPrevious scholarship indicates that interventions offered by diversity engineering programs(DEPs) and minority engineering programs (MEPs) can improve marginalized students’undergraduate experience [1]. In particular, both faculty and peer mentorship programs forhistorically oppressed students have been identified as powerful support mechanisms inundergraduate engineering education [2

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

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Diversity

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

scaffolded learning experiences related to anti-racism, inclusion, andequity (ARIE) for undergraduate students in an information technology program. This redesignis essential for equipping students with ARIE skills in engineering disciplines, as highlighted bythe Joint Statement issued by the American Society for Engineering Education and the EuropeanSociety for Engineering Education [1]. These skills are vital for fostering a more diverse andinclusive environment within the field of technology, enhancing students' ability to navigate andcontribute to diverse workplaces, and promoting social responsibility and ethical leadership. Wepropose a synergistic redesign that integrates ARIE topics with the influence of role modelswithin the course framework

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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

culturally relevant approaches could make adifference in the academic performance and future of the minoritized student college population.IntroductionEducational experiences in rigorous engineering programs are deeply influential on a student’slived experience and future in terms of identity, sense of purpose, and professional opportunities.Students experience engineering programs in several ways; one is to reward those who can scoregood enough grades in prescribed coursework thus proceeding in the program and the other wayreflects those who experience programs that support creative and innovative problem-solving.The author in [1] described the issues engineering programs face concerning the retention andgraduation of at-risk engineering students

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University

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Diversity

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

, we would update thiswith our fuller list of audio narratives to date and make the focus of the paper more on the audionarratives, engaging faculty, and offering guidance and food for thought to researchers. We willalso explore iPad and other digital ways of presenting the interactivity so that those withoutsmart phones at the session can engage as well. Figure 1: Example poster from 2022 NSFExample audio narrative:This is an example audio narrative created for the project. A video like this would be pulled upwhen participants scan the QR code.https://www.youtube.com/watch?v=ZuzMpJ30zg4&list=PLGtUPyPaSQBb1oiZzdtYybIlP-DNi8E0F&ab_channel=AudioforInclusion Figure 2: Example YouTube Clip

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

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

engineering faculty members’ values as it relates tograduate education. By exploring faculty readiness we will uncover barriers that must beconsidered before addressing equity work in a local context. 1. Introduction There is a growing awareness of the inequities that are embedded within graduateeducation in engineering. For instance, it is well documented that women are less likely to earnengineering graduate degrees than men, along with being slightly less likely to receive federalsupport to fund their education [1]. In 2022, at the doctoral level, 26.2% of engineering doctoralstudents were women, despite making up 50.4% of the United States population [2], [3].Additionally, Black and Hispanic Americans made up 3.9% and 7.5% of

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

-generation category. Weanalyzed survey responses assessing sense of belonging, self-efficacy, and institutionalsupport. The survey explores three dimensions: 1) general belonging, 2) belonging ineducational interactions, and 3) self-efficacy, each with eight items. The survey coversvarious aspects of the institution's student services, including psychological support,academic planning, tutoring, health and well-being services, sports, and supplementary areaslike leadership, diversity, gender, and participatory meetings. It totals 29 items. Respondentsexpressed their views using a 5-point Likert scale, from "strongly agree" to "stronglydisagree." Our findings reveal that all surveyed students exhibit a strong sense of belonging(both in general and

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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

institutions andstakeholders by providing them with strategies that could help motivate students and contributeto their academic success.Keywords: Academic Performance, Academic Success, Higher Education, Lack of Motivation,Retention, STEM Education, Students’ MotivationBackground and MotivationLow enrollment, inadequate academic performance, slow graduation rates, prolonged time-to-degree, poor retention rates, and high attrition among Science, Technology, Engineering, andMathematics (STEM) students are critical concerns for higher education institutions [1], [2], [3],[4], [5]. Furthermore, the need for STEM graduates is consistently rising at a relatively fast rate[6]. Consequently, promoting greater interest and engagement, fostering diversity

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

Organizations in Higher Education through a Critical LensAbstractIn this critical theory review paper, the researcher seeks to 1) reveal the current landscape of theresearch literature on science, technology, engineering, mathematics, and medicine (STEMM)mentorship that occurs within student organizations at institutions of higher education, 2)determine if the mentorship described in these articles exemplify critical mentorship as defined inthe literature, and 3) determine if the addition of critical mentorship components adds value,defined here as a synergistic effect, for STEMM students who serve as mentors or mentees throughtheir student organizations. As the intersection of STEMM mentorship and student organizationsat institutions

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo

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Diversity

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

interviewed faculty members,ensuring a diverse sample for interviews and facilitating a standardized comparison with facultyresponses. Gender and racial diversity were maximized in the student sample to ensure that theperspectives and voices of minoritized students were captured, as inclusive teaching is vital for alllearners and can be especially impactful for students who are not from a dominant background.Qualitative interviews were conducted to explore beliefs, practices, and perceptions surroundinginclusive teaching. The interviews were based on the following questions: 1. What lessons, actions, or activities have you provided/been provided to foster inclusivity in the engineering environment? 2. What are some characteristics of an

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

research to describe mental health. The researchmethods employed in these publications, populations that were under study in each article, and thenumber of publications written by a collaboration between STEM and Mental health experts.Next, we will report on the findings in each of these categories.Temporal trends in mental-health-related publications. Figure 1 illustrates the distribution ofthese publications across the years. It shows a small but steady increase in the number ofpublications each year prior to the COVID-19 global pandemic. Figure 1 further shows thatpublication rates surged dramatically during and after the COVID-19 pandemic, indicating anincreased interest within the research community concerning the mental health of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

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Diversity

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

, such as multi-layered and culturallyrelevant mentoring and support, in amplifying the participants’ resilience and personal andprofessional development. The three participants’ community-serving mindset and authenticreciprocity with high school students prompted them to become reflective and critical advocatesof the program’s original intent. As a result, they played a pivotal role in fulfilling the ultimategoal of institutional collaboration—diversifying the STEM workforce.IntroductionDiversity is widely recognized as a pivotal factor for innovation and ground-breakingtransformation in scientific research [1]. As a result, the National Science Foundation (NSF) andother federal funding agencies have long supported the creation of diverse

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

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Diversity

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

importance ofconsidering gender and race in peer assessment design for evaluating team-based learningoutcomes. Moreover, we advocate for the inclusion of group diversity effects in terms of genderand race in future research examining team-based learning and related factors such as designedinterventions.IntroductionTeamwork is a fundamental skill for college students, and team-based learning has beenincorporated into engineering courses to effectively improve student academic achievements [1]- [3]. Peer assessment, a crucial method in evaluating students’ team performance, is utilized inmany team-based learning courses to provide valuable feedback on student learning andteamwork contributions [4], [5].Although previous studies have acknowledged that

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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Diversity

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

Paper ID #41190Board 117: How Could a New Educational Design Broaden Inclusion of HigherEngineering Education in a Stratified System? Investigating the OIPI InitiativeMiss YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences Yanru Xu, Ji’an Liu, Yaxuan Wen. (2023). From accessibility to participation: Broadening diversity and inclusion in higher engineering and computing education through an OOICCI model. 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait, 2023, pp. 1-6, doi: 10.1109/EDUCON54358.2023.10125233. Xu, Y., & Liu, J., & Wen, Y., & Wang, L., & Wei, Y

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

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Diversity

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

ethics, engineering cultures, and ethics and policy of computing technologies and robotics. ©American Society for Engineering Education, 2024Mixing it Up: A Pilot Study on the Experiences of Mixed-Race Asian American Students in Engineering IntroductionEngineering Education Research (EER) has approached the category of mixed-race students as aprecarious population within engineering. Due to the various selections available in demographicdata, mixed-race students are often not counted in the numbers and resources available forstudents with minoritized identities [1]. Therefore, these students may be left behind or‘invisibilized’ within

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

accommodations or not should be up to the personal discretion of the student, not fear or thetemperament of faculty.Research QuestionsMy research questions are aimed at understanding the instructional and attitudinal influences onstudents requesting and using accommodations, with the intention that these findings can helpfaculty work to create a supportive classroom environment for students. 1. What are the experiences of engineering students with disabilities in the accommodations process? 2. What are the common ways engineering instructors speak about and engage with students about disability topics?PositionalityAs an engineering student with a disability who has participated in the accommodation processin my

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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

student accommodations thanfaculty in other fields [1]. Additionally, engineering students who share their disability status andaccommodations with faculty and peers experience questioning from them on whether thedisabled student’s accommodations are necessary [2]. Since students face many barriers togetting their accommodations met, many don’t request accommodations at all.Engineering education overviewAlthough engineering education does not have a large body of research on disabled students,several researchers are bringing the conversation about students with disabilities and/oraccommodations into the field. Recent journal papers include topics such as ableism inengineering, engineering identity for students with disabilities, and asset-based

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

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Diversity

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

engineering students who have a better conception ofengineering as both technical and social endeavor than they did previously. In this regard thepaper is similar to a matryoshka doll where the core activity described in this paper is embeddedin larger curricular goals related to placing more emphasis on social justice in an engineeringdegree program. The use of system maps is described in relationship to these larger goals andstructures.Although the term ‘social justice’ was coined and used before the professionalization ofengineering in the United States, it has never been a priority for engineering education. Thebelief systems in engineering education as documented by policy reports [1], [2], [3] haveevolved from the Mann Report in 1918 [4] which

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

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Diversity

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

inform their research work.Ms. Rachel Figard, Arizona State University Rachel Figard is a Ph.D. candidate in Engineering Education and Systems Design at Arizona State University. She received her M.S. in User Experience from Arizona State University and B.S. in Industrial Engineering from North Carolina State University. ©American Society for Engineering Education, 2024Diminishing the Data Divide: Interrogating the State of Disability Data Collectionand ReportingAbstractThis research paper explored the availability of data for disabled students in postsecondaryengineering programs in the U.S (using [1]–[9]). The paper reviewed a variety of sources for thereporting of disability-related demographic

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

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

Engineering,University of Connecticut)sophia.fenn@uconn.edu 1 ASEE 2024Abstract: How does a Human Rights framework in engineering curriculum affectundergraduate students’ attitudes and opinions of sustainability and human rights? Deepeninginequality worldwide, aggravated by climate injustices and the effects of the COVID-19pandemic, has increased engineering scholars’ awareness of the necessity of developing a newengineering pedagogy and corresponding ethical framework to prepare an engineeringworkforce that can perform successfully and efficiently in multicultural and globalized settings.The University of Connecticut (UConn) has pioneered in developing a curriculum

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raul Mishael Sedas, Caltech; LIGO

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

and accessible to learners from marginalized populations.“The word ‘engineer’ derives … from the Latin root ingeniarius … someone who is ingenious insolving practical problems… In the words of Henry Petroski, ‘To engineer is human.’” — David Blockley [1]Unknown to many, Latine youth in Mexico and other Latin American countries are more likelyto study engineering than Latine and non-Latine youth in the United States, confirming systemicproblems with the pedagogical practices in the United States that deter youth from initiating andcompleting degrees in engineering [2]. The current engineering classrooms and workplaces aredominated by white males and burdened by Herculean

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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

education [1].HSI scholars have emphasized the sense of communal or family orientation among Latinxstudents in engineering and computing, attributing it to their validated experiences and academicsuccess [2], [3]. However, research and policy reports suggest that STEM programs often fail toincorporate aspects of Latinx culture, such as representations of Latinx faculty, societal issuesrelevant to Latinx communities, Spanish language, Latinx music, or art [2], [4], [5], [6]. Inparticular, Núñez et al. [2] indicated that canfianza (interpersonal and community connections),respeto (moral integrity), and familismo (family connections in Hispanic culture) in computingare crucial for Latinx computing students' success in Computing Alliance of Hispanic

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania

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Diversity

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

©American Society for Engineering Education, 2024 DEI Task Force Accomplishments: The DEI Scholars Program and its DEI Elective OptionMotivation and BackgroundThe purpose of this practice paper is to share new accomplishments made by our Diversity,Equity, and Inclusion (DEI) Task Force in the Mechanical Engineering and Applied Mechanics(MEAM) Department within the School of Engineering and Applied Sciences (SEAS) at theUniversity of Pennsylvania. This paper aims to enable others to implement similar changesadapted to their own contexts. Previously, we shared the process of forming a DEI Task Forcewithin a Mechanical Engineering Department [1], [2] and described initial efforts atprogramming and engaging students

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

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Diversity

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

[1], [2]. We have developed a junior-level Clinical Observations andNeeds Finding course as a pre-requisite to the Senior Design course. Our course is designated asa service-learning course, as it requires students to complete immersive, clinical visits with localhealthcare and industry partners. In a previous study, the efficiency of this course was evaluatedthrough pre—and post—course surveys that utilized Likert scale and open-ended questions. Itwas determined that the course was successful in increasing students’ self-efficacy as it relates tothe engineering design process, their ability to make connections with customers, and theirunderstanding of value creation. The field of biomedical engineering manifests demographics that are

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University

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

assistant professor in the Department of Mechanical and Materials Engineering at Florida International University. Dr. Dickersonˆa C™s research agenda contains two interconnected strands: 1) systematic investigatiDr. Matthew W. Ohland, Purdue University Matthew W. Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students and forming and managing teams has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of

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

, students of color, and Pell-eligible students are found to benefit the least from blocktuition, paying more per credit. This work explores the systemic inequality created by thispreviously unconsidered mechanism and will hopefully result in a much-needed conversationabout the disparate impacts of tuition structures.IntroductionEquality of access to college gets a lot of attention. The media, policy makers, and academicliterature often focus on the convoluted and secretive admissions process at elite schools andoverall college affordability [1] [2] [3]. Advocates also are drawing attention to the fact thatseemingly neutral policies such as requiring remedial courses and limiting credit transfers fromassociate degree programs can contribute to

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

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

, differentstudies have sought to describe the characteristics of an engineer and how these impactidentifying with engineering encompassing not only their mannerisms and modes of thinking butalso their attire and actions [1-5]. This research has also added to the scholarship on the factorscontributing to feelings of alienation experienced by historically marginalized and minoritizedstudents within engineering [4, 6-8]. In engineering, as in other disciplines, learning to becomepart of the group (i.e., becoming an engineer) is intertwined with identity formation because bothare shaped and constructed through interpersonal interactions and the discourses that emergefrom those interactions (i.e., ways of knowing, doing, and being, as well as the attitudes

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

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Diversity

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

diverge from the societal norm; neurodivergent people areoften considered to be disabled within current societal structures and systems [1]–[3]. Though‘neurodivergent’ is intentionally not a diagnostic term, diagnoses (whether formal or self-) canstill play an important role in neurodivergent individuals’ paths to finding neurodivergentcommunity [5], yet barriers to diagnosis (especially formal) are numerous (e.g. [31]).Undiagnosed neurodivergent people often experience social isolation without understanding why[4]. Even those with a diagnosis (or multiple) can still face isolation, as diagnoses are notroadmaps to the community, nor instructions on how to build one. With this in mind,, weinitiated our collaboration to fulfill that need for a

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

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

(STEM)learning environments or teaching approaches. Gaining insight into the strengths and challengesexperienced by students with ADHD can help us understand how specific classroom teachingpractices either facilitate or obstruct their academic success. This paper presents the researchdesign of a qualitative interview-based study designed to understand the role of classroomteaching practices on the academic success of students with ADHD.IntroductionAccording to the National Institute of Mental Health [1], ADHD is a neurodevelopmentalcondition marked by an ongoing pattern of three specific types of symptoms: “inattention (notbeing able to keep focus), hyperactivity (excess movement that is not fitting to the setting), andimpulsivity (hasty acts