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Work-in-Progress: Towards Advancing Grassroots Transformative Advocacy Strategies for Work Justice of BIPOC Contingent Faculty

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

: Framed within Latino critical race theory. International Journal of Qualitative Studies in Education, 33(8), 810-823.Coso-Strong, A., Kendall, M. R., Henderson, G., & Basalo, I. (2019, June). Impact of Faculty Development Workshops on Instructional Faculty at Hispanic-serving Institutions. In 2019 ASEE Annual Conference & Exposition.Coso-Strong, A. C., Kendall, M. R., & Henderson, G. (2022). Voices of Engineering Faculty at the Margins, Handbook of STEM Faculty Development, 15.Crisp, G., Doran, E., Carales, V. D., & Potts, C. (2020). Disrupting the dominant discourse: Exploring the mentoring experiences of Latinx community college students. Journal for the Study of Postsecondary and Tertiary

Relevance Score: 0.044266682

WIP: In Search of Community: A Collaborative Inquiry Among Neurodivergent Engineering Education Researchers

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, “Collaborative research: Supporting agency among early career engineering education faculty in diverse institutional contexts: Developing a framework for faculty agency,” presented at the ASEE Annual Conference & Exposition 2019, American Society for Engineering Education, 2019. Accessed: Feb. 08, 2024. [Online]. Available: https://par.nsf.gov/biblio/10148508[30] V. Braun and V. Clarke, “Reflecting on reflexive thematic analysis,” Qualitative Research in Sport, Exercise and Health, vol. 11, no. 4, pp. 589–597, Aug. 2019.[31] Consumer Reports, “Costs of ADHD Tests,” Jul-2010.

Relevance Score: 0.043630395

Unveiling Demographic Influences and Differential Career Preferences among Engineering Graduate Students: A Comparative Analysis of Mechanical, Electrical, and Computer Engineers

Conference Session: Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

%, respectively (ASEE,2019). The U.S. Bureau of Labor Statistics (2019) projected higher job growth for computationalroles (12%) compared to mechanical, electrical, and computer hardware engineering (4-6%).Reflecting this demand, computer science and computer engineering faculty emerged with thehighest salaries in academia, surpassing their engineering counterparts (ASEE, 2022).These disciplinary distinctions permeate beyond academic and professional spheres, influencingsocialization, enrollment, and persistence, and carrying significant implications forunderrepresented groups. Hocker and colleagues (2019) pinpoint challenges in academiacontributing to a noteworthy doctoral dropout rate in engineering, particularly impacting womenand URMs. The prevalence

Relevance Score: 0.043266244

Institutional Data as Motivation for Course-level Change in Engineering

Conference Session: Asset Sourcing for Remaking Engineering Learning
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

effective college teacher. American c Society for Engineering Education, 2021 Institutional Data as Motivation for Course-Level Change in EngineeringIntroduction and BackgroundFor decades, studies have called for attention to recruiting and retaining a diverse studentpopulation in STEM fields and increasing the numbers of STEM graduates [1, 2]. Multiplestudies have documented an “achievement gap” in terms of success for under-representedminorities (URM) [3] and first-generation college students [4], and also provide a multitude ofsuggestions for better supporting these students at the institutional and classroom levels [3, 5].In 2019, ASEE

Relevance Score: 0.040904455

Critical Perspectives on Teaching Design in First-year Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

taxonomy on which our work in thispaper is based. We would also like to thank Dr. Chelsea Andrews at the Tufts Center forEngineering Education and Outreach (CEEO) who helped co-create the disability and designdiscussion exercise with Dr. Desen Ozkan, one of the authors of this paper. Additionally, wethank Dr. Ethan Danahy and Dr. Jenn Cross for implementing this discussion exercise in theirfirst-year engineering computation classes.ReferencesAmerican Society for Engineering Education (ASEE). (2016). Engineering by the Numbers: ASEE Retention and Time-to-Graduation Benchmarks for Undergraduate EngineeringAndrews, C., & Upadhya, R., K. (2019). Lessons from the Long Sixties for Organizing in Tech. Science for the People. 22(1). https

Relevance Score: 0.039494034

Perceptions of the Engineering Curricula from Women and LGBTQIA+ Students

Conference Session: Bridging Content and Context in the Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

scientists,” Sci. Educ., vol. 84, no. 2, pp. 180– 192, Mar. 2000, doi: 10.1002/(SICI)1098-237X(200003)84:2<180::AID-SCE3>3.0.CO;2- X.[8] L. Doyle and T. L. Nilsson, “Flipping the classroom: Do student learning gains and perceptions vary based on gender?,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[9] J. D. Stolk, Y. V. Zastavkerq, and M. D. Gross, “Gender, motiviation, and pedagogy in the STEM classroom: A quantitative characterization,” presented at the ASEE Annual Conference & Exposition, Salt Lake City, UT, 2018.[10] E. A. Cech and T. J. Waidzunas, “Navigating the heteronormativity of engineering: The experiences of lesian, gay, and bisexual students

Relevance Score: 0.038079716

The Engineering Exchange for Social Justice (ExSJ): Advancing Justice Through Sociotechnical Engineering and Equitable Partnership Exchanges

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Engineers-Year Four. 2019 American Society forEngineering Education Annual Conference Proceedings.[6] Olson, R., & Acero, A. (2018). Introducing changemaking engineering into an OperationsResearch course: Some unexpected results. ASEE Annual Conference Proceedings.[7] Przestrzelski, B., Reddy, E., & Lord, S. M. (2018). Integrating Social with Technical:” Bringin your Trash module for a Materials Science Class. ASEE Annual Conference Proceedings.[8] Reddy, E., Przestrzelski, B., Lord, S. M., & Khalil, I. (2018). Introducing social relevanceand global context into the introduction to heat transfer course. ASEE Annual ConferenceProceedings.[9] Roberts, C. A., Olson, R., Lord, S. M., Camacho, M. M., Huang, M. Z., & Perry, L. A. (2017

Relevance Score: 0.03654048

Mixed in Engineering: Introducing Critical Multiracial Theory to Engineering Education Research

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, “Balancing engineering and religious identities,” in 2016 IEEE Frontiers inEducation Conference (FIE), Oct. 2016, pp. 1–5. doi: 10.1109/FIE.2016.7757555.[33] G. G. Gonzales, “Embodied Resistance: Multiracial Identity, Gender, and the Body,” SocialSciences, vol. 8, no. 8, p. 221, Jul. 2019, doi: 10.3390/socsci8080221.[34] M. Jennings, R. Roscoe, N. Kellam, and S. Jayasuriya, “A Review of the State ofLGBTQIA+ Student Research in STEM and Engineering Education,” in 2020 ASEE VirtualAnnual Conference Content Access Proceedings, Virtual On line: ASEE Conferences, Jun.2020, p. 34045. doi: 10.18260/1-2--34045.[35] K. Kaufman-Ortiz and H. Rodriguez-Simmonds, “Where are the Gays? A SystematizedLiterature Review of Lesbian, Gay, Bisexual, Transgender, and

Relevance Score: 0.03593665

Culturally Relevant Practices at Hispanic Serving Institutions: A Systematic Review of Engineering Education Literature

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. “’I didn't know what antiBlackness was until I got here’: The unmet needs of Black students at Hispanic-ServingInstitutions,” Urban Education, vol. 59, no. 1, pp. 330-357, 2021.https://doi.org/10.1177/004208592110449489[22] P. K. Cornejo and K. Orner. (2019, June). “Life cycle thinking and engineering indeveloping communities: Addressing international sustainability challenges in the classroom,” in2019 ASEE Annual Conference & Exposition, Tampa, FL (USA), June 2019.https://doi.org/10.18260/1-2--33065[23] H. Yi. “Robotics and kinetic design for underrepresented minority (URM) students inbuilding education: Challenges and opportunities,” Computer Applications in EngineeringEducation, vol. 27, no. 2, pp. 351-370, 2019.[24] N. P. Rentsch and

Relevance Score: 0.035635293

Strategies Promoting Undergraduate Retention (SPUR): Identifying Strategies to Help Students Reach Graduation through a Student-Driven Approach

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

show that BIPOC students had an immediate increase in their withdraw rates during COVID, depicted in Figure 1, while White students had a decrease in their withdraw rates, depicted in Figure 2. This trend is particularly alarming because historically before COVID, BIPOC withdraw rates were lower than White students withdraw rates. However, during COVID, BIPOC students withdraw rates were higher than White students. Further investigation revealed that when comparing withdrawn students by race, student classification, and residential status pre-COVID (Spring 2017-Fall 2019) and during COVID (Spring 2020-Spring 2022), BIPOC Sophomores and BIPOC residential student populations saw large proportional increases in total number of withdrawn

Relevance Score: 0.034964405

Equity, Engineering, and Excellence: Pathways to Student Success

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

. DePaola, "Revolutionizing Transfer: A Novel and Holistic Programmatic Model that Eliminates Barriers to Student Success," in Proceeding of the ASEE Annual Conference and Exposition (accepted for publication)., 2021.[34] D. Jenkins, H. Lahr, A. E. Brown and A. Mazzariello, "Redesigning Your College Through Guided Pathways: Lessons on Managing Whole-College Reform From the AACC Pathways Project," Community College Research Center, New York, 2019.[35] T. Bailey, S. S. Jaggars and D. Jenkins, "What we know about guided pathways," Community College Research Center, New York, 2015.[36] E. R. Felix and M. F. Castro, "Planning as strategy for improving Black and Latinx student equity: Lessons from nine California community

Relevance Score: 0.03493928

The Identification of Alters That Influence Asian Women’s Career Intentions in Civil Engineering

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

the numbers,” Washington, D.C., 2019.[3] American Society for Engineering Education (ASEE), “Profiles of engineering and engineering technology by the numbers,” Washington, D.C., 2021.[4] U.S. Census Bureau, “STEM Majors Earned More Than Other STEM Workers,” Census.gov, 2021. https://www.census.gov/library/stories/2021/06/does-majoring-in-stem- lead-to-stem-job-after-graduation.html (accessed Jan. 05, 2022).[5] S. Burke and K. M. Collins, “Gender differences in leadership styles and management skills,” Women in management review, 2001.[6] B. J. Avolio, B. M. Bass, and D. I. Jung, “Re-examining the components of transformational and transactional leadership using the Multifactor Leadership,” Journal of occupational

Relevance Score: 0.03471597

Participants’ Conceptions about Self-/Advocacy around Hidden Curriculum in Engineering

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

their workthat impinge on self-/advocacy in engineering.References [1] I. Villanueva, R. A. Revelo, and J. A. Mejia, “Professional development of Latinx engineers on hidden curriculum: An exploratory study,” in IEEE Frontiers in Education Conference, 2019, pp. 1–5. Accessed: Sep. 07, 2020. [Online]. Available: https://ieeexplore.ieee.org/abstract/document/9028632/?casa_token=IlEutod 0MsYAAAAA:56av6jlwQiST1cOOXdRMfi6yjeyFAjDszVw6TwcC1ruk5FSeOS dB7wa_8Ga_3_3DMNhoRj5h [2] V. Sellers and I. Villanueva Alarcón, “What strategies do diverse women in engineering use to cope with situational hidden curriculum?,” in 2021 ASEE Virtual Annual Conference, 2021. [Online

Relevance Score: 0.034092084

Featuring Silenced Perspectives in STEM: Supporting Multicultural and Diversity Leadership Through the STEM Foundry Heritage Fellows Program

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

. Frierson, Eds., Emerald Publishing Limited,2019, pp. 153-181.[23] T.L. Skipper. What makes the first-year seminar high impact? An exploration of effectiveeducational practices. (Research Reports No. 7). Columbia, SC: University of South Carolina,National Resource Center for The First-Year Experience & Students in Transition, 2014.[24] Z. S. Wilson-Kennedy, G. S. Byrd, et al. (eds). Broadening Participation in STEM (vol. 22):Effective Methods, Practices, and Programs, Emerald Publishing Limited, 2019. ASEE 2021[25] S. I. Jabar and & P. R. Albion, “Assessing the reliability of merging Chickering andGamson’s several principles for good practice with Merril’s different levels of instructionalstrategy

Relevance Score: 0.033686876

DEIB in Engineering Technology Programs in the US

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

health, safety, and welfare even though they are truly qualified. Actions to addressall three of these issues are discussed and progress towards the goal of inclusiveness for adiverse population of ET grads are presented.Background Information - Diversity of Engineering and ETAccording to the National Center for Education Statistics 2019/20 data [1] the diversityamong the nation’s 2-yr institutions is higher than in 4-yr institutions. For example,54.7% of the STEM associate degree graduates were White as compared to the 59.8% ofbachelor degree graduates. Associate degrees in ET prepare graduates for careers wherethey are commonly referred to as technicians. Students also attend 2-yr institutionssometimes earning pre-engineering degrees intended

Relevance Score: 0.033405297

Your Views Can Be My Views: Understanding Differences in Paradigms Held by Traditionally Marginalized Students in Engineering

Conference Session: Critical Conversations on Being Valued
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

engineering design,” ASEE Annu. Conf. Expo. Conf. Proc., 2013.[3] C. Garibay and R. M. Teasdale, “Equity and Evaluation in Informal STEM Education,” New Dir. Eval., vol. 2019, no. 161, pp. 87–106, 2019.[4] B. Williams, J. Figueiredo, and J. Trevelyan, Engineering Practice in a Global Context. 2013.[5] R. E. Dunlap and K. D. Van Liere, “The ‘new environmental paradigm,’” J. Environ. Educ., vol. 9, no. 4, pp. 10–19, 1978.[6] A. Byars-Winston, “Toward a framework for multicultural STEM-focused career interventions,” Career Dev. Q., vol. 62, no. 4, pp. 340–357, 2014.[7] C. Kivunja and A. B. Kuyini, “Understanding and Applying Research Paradigms in Educational Contexts,” Int. J. High. Educ., vol. 6, no. 5, p

Relevance Score: 0.03285723

Where Are We, and Where to Next? ‘Neurodiversity’ in Engineering Education Research

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Theo Sorg, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Design for Learning (UDL) framework,” in 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, Oct. 2019, pp. 1–5. doi: 10.1109/FIE43999.2019.9028693.[A5] C. C. Hain, W. C. Turek, A. E. Zaghi, and A. Hain, “Board # 156 : Experiences of Pre- College Teachers Working with Undergraduate Engineering Students with ADHD in Research Laboratories,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, Columbus, Ohio: ASEE Conferences, Jun. 2017. doi: 10.18260/1-2-- 27786.[A6] M. Chrysochoou et al., “Redesigning Engineering Education for Neurodiversity: New Standards for Inclusive Courses,” presented at the 2021 ASEE Virtual Annual Conference, ASEE Conferences, Jul. 2021.[A7] A

Relevance Score: 0.03282088

Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Hidden Factors that Could Compromise Equitable and Effective Engineering Education,” in 2018 IEEE Frontiers in Education Conference (FIE), Oct. 2018, pp. 1–3. doi: 10.1109/FIE.2018.8659294.[16] B. A. Burt, A. McKen, J. Burkhart, J. Hormell, and A. Knight, “Black Men in Engineering Graduate Education: Experiencing Racial Microaggressions within the Advisor–Advisee Relationship,” Journal of Negro Education, vol. 88, no. 4, pp. 493–508, 2019.[17] S. Claussen, J. Y. Tsai, K. Johnson, J. Blacklock, and J. A. Leydens, “Exploring the Nexus Between Student’s Perceptions of Sociotechnical Thinking and Construction of their Engineering Identities,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021

Relevance Score: 0.032639757

WIP Unseen: Examining the Link Between Disability Status and Students’ Sense of Belonging in Undergraduate Engineering

Conference Session: Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

., & Lanning, R. (2019, June). Engineering students’ perceptions of belongingness in civil engineering. In 2019 ASEE Annual Conference & Exposition.Cech, E. A. (2023). Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness. Journal of Engineering Education, 112(2), 462-487.Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), 757- 778.Coghill, E. M. (2020). An Introduction to Neurodiversity. Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support

Relevance Score: 0.032347463

Redressing Inequities Within Our Margin of Maneuverability: A Narrative Inquiry Study

Conference Session: Working Against Unjust Social Forces
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Association for the Advancement of Science, pp. 1101– 1102, 15-Sep-2017.[14] K. M. DeGoede, B. Read-Daily, and J. C. B. Abreu, “GIFTS: Strengthening Inclusive Group Dynamics,” Jul. 2019.[15] S. Lezotte, H. Hartman, S. Farrell, and T. R. Forin, “Disability and Engineering : A Case of ” Othering ”? Disability and Engineering : A Case of ‘ Othering ’?,” ASEE Annu. Conf. Expo., 2014.[16] R. M. Johnson, M. K. Bothwell, D. Montfort, and K. Furman, “Measuring the conceptualization of oppression and privilege,” in CoNECD 2019 - Collaborative Network for Engineering and Computing Diversity, 2019.[17] R. Walton, K. R. Moore, and N. N. Jones, Technical Communication After the Social Justice Turn: Building Coalit

Relevance Score: 0.031621635

WIP: Centering Marginalized Students’ Voices During the Development of a Faculty Toolkit for Inclusive Excellence in Engineering Education

Conference Session: Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

generate anawareness among faculty of the power they possess and the impact of their work, not only inresearch settings, but in the classroom, too.References[1] S. Ambrose and M. Norman, “Preparing engineering faculty as educators.,” Natl. Acad. Eng., vol. 36, no. 2, p. 25, 2006.[2] S. Baum and M. McPherson, “Improving teaching: Strengthening the college learning experience,” Daedalus, vol. 148, no. 4, pp. 5–13, Oct. 2019, doi: 10.1162/daed_e_01757.[3] D. M. Riley, V. Henry, and L. C. Leighton, “What makes faculty adopt or resist change in engineering education?,” presented at the 2013 ASEE Annual Conference & Exposition, Jun. 2013, p. 23.1367.1-23.1367.20. Accessed: Jan. 16, 2024. [Online]. Available: https://peer.asee.org

Relevance Score: 0.031549044

Exploring the Landscape of Graduate Student Mental Health: Populations, Methods, and Terminologies-Who is Missing from the Conversation?

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Critical Race Perspective. International Journal of Advanced Counselling, 43(3), 283-301. https://doi.org/10.1007/s10447- 021-09437-xBork, S. J., & Mondisa, J. L. (2022). Engineering graduate students’ mental health: A scoping literature review. Journal of Engineering Education, 111(3), 665-702.Bork, S. J., Tuladhar, A., & Mondisa, J. (2019, June). Board 134: Methods for Conducting a Scoping Literature Review on Engineering Graduate Student Mental Health (Work in Progress). Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://doi.org/10.18260/1-2—32242Costa, A. C. D. S., Menon, V., Phadke, R., Dapke, K., Miranda, A. V., Ahmad, S., Essar, M. Y., & Hashim, H. T

Relevance Score: 0.03153777

Engineering Education in Human Rights and Sustainability: Exploring Students’ Motivations and the Learning Outcomes from an Undergraduate Class at the University of Connecticut

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

violations. She has published several papers, including ”Ch˘osunjok as a Marginalized Diaspora in South Korea” (The Taiwanese Political Science Review, 2019) and ”Politics of Memory in East Asia and Democratization of Memory in the Post-Cold War Era: Do the Wartime Memories of Jeju, Okinawa, and Nanjing Compete?” (Discourse 201, 2017, written in Korean).Dr. Davis Chacon-Hurtado, University of Connecticut Davis Chacon-Hurtado, Ph.D.,is an Assistant Research Professor at UConn. He co-directs the Engineering for Human Rights Initiative, which is a collaboration between UConn’s Office of the Vice Provost for Research, the College of Engineering, and the Human Rights Institute, to promote and advance interdisciplinary

Relevance Score: 0.03127077

A Critical Examination of ASEE’s Diversity Recognition Program to Promote Changed Practices at PostSecondary Institutions

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Abstract In order to inform a discussion of silenced communities within systemic processes, we examine the ASEE Diversity Recognition Program (ADRP) as a step towards amplifying re- flexive and critical activities already occurring within ASEE. In light of recent concern over the ADRP as a means of disrupting minority marginalization in Engineering Education1 , we reflect on the origins of the program as well as how to proactively shift the program’s cultural context to one of greater criticality about Diversity, Equity and Inclusion (DEI) in engineering, broadly. To investigate this more deeply, our research questions for this study were: What have other organizations used to anoint2 member

Relevance Score: 0.030703817

Impact and Lessons Learned: Student Day at ETSU Equity and Inclusion Conference

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Mohammad Moin Uddin, P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University; M. Leah Adinolfi, East Tennessee State University; Deidra A. Rogers, East Tennessee State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

construction decision mak- ing, sustainable design and construction, applications of machine learning and AI in construction, and engineering education. Dr. Uddin is also dedicated to serve his profession and the community. He is a member of ASEE, ASCE, TRB and CRC, and serves as the VP of the ASCE Tennessee Section and Sec- retary for the ASCE Holston branch. Dr. Uddin is active with ASEE engineering technology division and served as ETD program chair for CIEC in 2017 and 2018. Dr. Uddin also served as the Editor-in-Chief for Journal of Engineering Technology from 2019 to 2021. Dr. Uddin received outstanding researcher award, outstanding service award and sustainability leadership award from his college.Dr. Keith V

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Metaphors in Engineering Education Research: Prisms to Analyze the Epistemological Spectrum

Conference Session: Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

2011 ASEE Annual Conference & Exposition, Jun. 2011, p. 22.684.1-22.684.21. Accessed: May 07, 2023. [Online]. Available: https://peer.asee.org/exploding-pipelines-mythological- metaphors-structuring-diversity-oriented-engineering-education-research-agendas[4] S. M. Lord, M. W. Ohland, R. A. Layton, and M. M. Camacho, “Beyond pipeline and pathways: Ecosystem metrics,” Journal of Engineering Education, vol. 108, no. 1, pp. 32– 56, 2019, doi: 10.1002/jee.20250.[5] S. Lancaster, Connect! Blink Publishing, 2022.[6] A. L. Pawley, “Universalized Narratives: Patterns in How Faculty Members Define ‘Engineering,’” Journal of Engineering Education, vol. 98, no. 4, pp. 309–319, 2009, doi: 10.1002/j.2168-9830.2009.tb01029.x