Illinois at Chicago (UIC). With a Ph.D. in Chemical Engineering from Michigan State University, Dr. Bilgin has extensive experience in both biotechnology research and engineering education. Since joining UIC, she has developed and taught various undergraduate courses, integrating innovative teaching methods and industry-relevant content to enhance student learning and engagement. Dr. Bilgin’s research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold
activism.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Jocelyn GarciaMaria Oralia Tinoco Alegre, Florida International UniversityMalak Elaouinate, Florida International University Malak Elaouinate is a Florida International University
highlights the importance of resilience and adaptability. I remember my experiences and learnings... applying Black feminist and womanist theory held me through to graduation."QUESTION 2: Why do you choose to be a member of ASEE, and describe how you’veserved the organization and engineering education community over the years?In response to the question regarding their membership and contribution to the American Societyfor Engineering Education (ASEE), the Authors share a range of experiences and motivations.Meagan Pollock recounts joining ASEE as a natural step in their doctoral journey, eventuallybecoming deeply involved in leadership roles, including a significant position on theCommission for Diversity, Equity, and Inclusion. Their journey
the opportunities that students had to access resources and receivetraining in the theories and practices of STEM through their coursework along with opportunitiesto engage in scholarly discussion with their instructors and peers. We also examine the role ofgender and recognition of gender disparities in the development of this STEM pathway andoverall science identity. Methodology This study was conducted at Blue Lake College, a Hispanic-Serving community collegein California, to explore how institutional and individual factors influence STEM studentoutcomes. The “Culturally Contextual STEM Identity” (CCSI) tool was developed specificallyfor this campus and used to measure constructs related
. Alain also serves as the lead program manager of the Summer Engineering Camps an effort that is centered on development of the engineering identity through direct experiences with Engineering fields and design challenges in the informal STEM learning space. Finally, he manages and supports research and development of new and innovative approaches to exposing Pk-12 students to active learning frameworks such as Maker Sprints and Project Based Learning. Alain has a Master of Science in Interdisciplinary Environmental Studies from the University of Texas at El Paso and a Master of Arts in Design and Innovation from Southern Methodist University. As part of his goals to contribute across the University Alain also
discussions the students could test each other’sunderstanding of the course content, through the group debate the students could developawareness regarding their social and ethical responsibilities as engineers. Through the debates, thestudents learned to consider the pros and cons of controversial topics like gene editing, human-animal chimera, brain organoids, and so on, and got the opportunity to learn how to be respectfulto those with different perspectives. Before beginning the group activities, the students submitteda teamwork contract. The students read online articles and watched a YouTube video on effectiveteamwork before filling out the contract, where they discussed their individual roles in the team,preferred methods of communication
State University (SFSU) Elysee Matembe Ekanga was a senior undergraduate student majoring in Civil Engineering at San Francisco State University at the time of the project. She is dedicated to promoting diversity and equity in the field of engineering. Over the years, she has gained valuable knowledge and experience in construction management through various internships, both in her home country, the Democratic Republic of Congo, and in the United States. This coming fall, she will pursue her graduate studies at Stanford University in the Sustainable Design and Construction program. ©American Society for Engineering Education, 2025Underrepresented-minority students’ portrayal of engineering
the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a
Research Assistant in the Department of Civil and Environmental Engineering at Morgan State University, Maryland, where he is pursuing his M.Sc. in Civil and Environmental Engineering with a concentration in Construction Management and Transportation Engineering. He earned his B.Tech. in Building Structure from the Federal University of Technology, Akure, Nigeria. Michael has extensive professional experience managing large-scale heavy construction and fac¸ade projects, including high-rise and industrial developments across West Africa, having held key roles in the field. His research interests include the integration of digital tools in construction education, resilient building design, and asset management in civil
alsofeatured opportunities to develop a shared lexicon for ARDEI concepts and interrogate one's ownidentity and positionality.By making this a required course, we set the expectation that considering the societal impacts ofresearch is an important and natural part of the entire research process. We chose to expand anexisting professional development course for graduate students that originally solely coveredtopics like laboratory safety, library use, grant writing, and communication, to include ARDEIand social justice content. Into this predominately passive content, we added active and complexreflections and discussions of identity, bias, and (in)justice. We believe that developing thisreflective skill early sets students up to think about social
Paper ID #47222Exploring the Engineering Classroom Experiences of Students with Non-ApparentDisabilitiesDarby Rose Riley, Rowan University Darby Riley is a doctoral candidate pursuing her third consecutive degree at Rowan University (Glassboro, NJ). Her research focuses on identity development in engineering education—specifically, how engineering students construct their sense of self through their academic journey and how personal identities shape this process. As a disabled researcher, she brings both academic and lived experience to her work, with a particular interest in how students with disabilities navigate the
adult inform their research work.Dr. Kirsten A. Davis, Purdue University Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in Engineering Education, all from Virginia Tech.Dr. Senay Purzer, Purdue University Senay Purzer is a Professor in the School of Engineering Education at Purdue University. Her research is
helpengineers and their communities meet their needs, and clarifies that engineering does notinherently require technocratic solutions to communal problems and needs.PositionalityThe primary and secondary authors are both engineers, labor organizers with the AmericanFederation of Teachers (AFT) local GEO-3550, and children of union members fromworking-class backgrounds. Both were participants in the 2020 GEO-3550 abolitionist strike fora safe and just campus for all [29]. The first author was also taking graduate coursework inintroducing the concepts of engineering education research during the writing of this paper,which provided a critical reflective space for learning and grappling with theoretical frameworksand their applications. We reached out to
Development. He graduated from the University of Alabama in August 2012 with a PhD ©American Society for Engineering Education, 2024 Teaching Social Justice in Infrastructure: A Community of Practice Framework for the use of Case StudiesAbstractThe Center for Infrastructure Transformation and Education (CIT-E) was created in 2013 as acommunity of practice (CoP) for those interested in the scholarship of infrastructure educationand has developed a model introductory infrastructure course with over 40 lessons available toany instructor to use or modify. In the summer of 2023 CIT-E held a workshop “TeachingStudents about Equitable Infrastructure”. As a result of that workshop, one of the ongoing
in Architectural Acoustics from Rensselaer Polytechnic Institute, and a PhD in Education (Curriculum and Instruction) from the University of Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5 years. His education research has focused on culture and equity in engineering education, particularly undergraduate contexts, pedagogy, and student support. Through his work he aims to use critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He also leads the Equity Research Group where he mentors graduate and undergraduate students in pursuing critical and action-oriented
, takeaways for future development of this and other comparable communitiesof practice for student participants in engineering education are considered.1.1 BackgroundThe EECS Design Student Community of Practice Program at Oregon State University in theSchool of Electrical Engineering and Computer Science was originally developed and piloted in2017 as a means to interweave aspects of academic, extracurricular, career preparation, andprofessional identity-building in the engineering discipline based upon the model presented byWenger [1]. Over the 6 years since the pilot, program leaders have conducted developmentresearch that has guided advancements in basic organization, educational practice, resourcefocus and overall implementation methodology [2-4
arehoping that through the process of sharing our thoughts with the broader ASEE community, wecan further develop ideas regarding opportunities for anti-racist institutional transformation andincorporate them into ongoing research with students, program coordinators, and universityleadership across the five PNW LSAMP universities and four PNW LSAMP communitycolleges.Theoretical frameworkOur research is motivated by an assets-based Critical Race Theory (CRT) approach aimed atdeveloping a better understanding of the ways that knowledge and experience possessed bystudents from systemically marginalized groups both contribute to their educational success anddraw attention to opportunities for institutional transformation [5], [7], [8]. In this paper
various disciplines through the recruitment of students from STEM and STEM-related majors across campus including: biology, chemistry, STEM education, chemical Creation of an engineering, behavioral education science, and environmental science. In terms of expansive faculty mentoring, students received training from faculty representing engineering, learning education, marketing, business, multicultural education and sociology. This community learning community met twice a month with faculty and twice a month with their graduate mentorship team. The aim of this type of interdisciplinary learning community helped students establish connections across campus through
welcomedand recognize that I value them as individual learners, even in a large class.Future WorkThese teaching practices presented have specifically highlighted two main practices: clearlyarticulating the expectations in engineering classrooms and building a sense of belonging andcommunity in courses. Expanding the sense of engineering identity and belonging are bedrock toinviting students into a learning community where they can thrive. The authors hope that theseexamples are just the beginning of the anti-racist pedagogy collection. We would like to include acall to action to the educators reading this paper. We ask that you reflect on your own teaching andidentify any pedagogical practices that are focused on inclusive, anti-racist environments
Education Conference (FIE). 2016, (pp. 1-4). IEEE.[15] ] E. J. Abrica, T. B. Lane, S. Zobac, & E. Collins, Sense of belonging and community building within a STEM intervention program: A focus on Latino male undergraduates’ experiences, 2022. Journal of Hispanic Higher Education, 21(2), 228-242.[16] T. L. Tevis, & Z. Foste, From complacency to criticality: Envisioning antiracist leadership among white higher education administrators, Journal of Diversity in Higher Education, (2022), Advance online publication.[18] C. A. Young, B. Haffejee & D. L. Corsun, Developing cultural intelligence and empathy through diversified mentoring relationships. Journal of Management Education, (2018), 42(3), 319-346.[19] M. L. Boucher Jr, More
to support student success inengineering. In border communities of the southwest, where rural communities blend acrossnational and state boundaries, student counternarratives of educational success involvecomplexity. In particular, engineering students’ descriptions of language, familial backgrounds,disciplinary knowledge, hidden curriculum of US post-secondary systems, and financial servicesbuilt for citizens OR international students indicate there is much to be learned about howinstitutions in border communities support or fail to support equitable access to engineeringpathways. In a larger study, transcript analysis of 40 interviews from undergraduates at a borderinstitution indicate scholars navigate familial and background difference
, "Ethics and the Development of Professional Identities of Engineering Students," Journal of Engineering Education, vol. 94, no. 4, pp. 383-390, 2005.[28] National Science Foundation, NATIONAL CENTER FOR SCIENCE AND ENGINEERING STATISTICS DIRECTORATE FOR SOCIAL, BEHAVIORAL AND ECONOMIC SCIENCES, "Women, Minorities, and Persons with Disabilities in Science and Engineering," National Science Foundation, Alexandria, VA, 2019.[29] C. Rozek, Ramirez, Gerardo, R. Fine and S. L. Beilock, "Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation," Proceedings of the National Academy of Sciences , vol. 166, no. 5, pp. 1553-1558, 2019.[30] G. M. Bettencourt, C. A. Manly, E. Kimball and R. S. Wells
Paper ID #33756Perceptions of the Engineering Curricula from Women and LGBTQIA+ Stu-dentsDr. Stephanie Lezotte, Rowan University Dr. Stephanie Lezotte currently serves as the Assistant Dean of Graduate Studies at Rowan University. She received her Ph.D. in education, with a concentration in postsecondary and higher education. Us- ing organizational theory, she is interested in systems and structures that contribute to the oppression of underserved and underrepresented college students, particular STEM students. She is active in the Amer- ican Educational Research Association (AERA) and the Association for the Study of
AbstractLatinx undergraduate students attending Hispanic-Serving Institutions (HSIs), where most of theschool’s undergraduate population comes from similar cultural and linguistic backgrounds, arelooking to belong, persist, and successfully complete rigorous STEM-based educational andacademic programs. HSIs have a unique opportunity to utilize their institutional practices andpersonnel to support and promote student success through culturally relevant pedagogy centeredon Latinx cultural wealth. HSIs work with STEM academic programs to increase enrollment andacademic preparedness through rigorous coursework, however, Latinx students need additionalcommunity support to feel a sense of belonging to fully develop their STEM identities. Latinxstudents find
decline to an underemphasis of engineering programs on policyimplications, and ethical and social issues. This finding, however, also points to the possibility ofturning students’ apathy into engagement through curricular changes. For example, Agrawal andHeydenrych [15] note how a community-driven course project helped students more criticallyconsider the impact of engineering developments on the health and welfare of communitymembers. At a larger scale, Cech and Finneli [16] show that engineering students who receivedtraining pertaining to public welfare responsibilities in engineering classes are more likely tohave an expansive understanding of these responsibilities in their workplace. Our work is an attempt to help engineering students
improvementstrategy may already be in use and examine through a linguistic and cultural lens the rhetoricalstrategies instructional faculty use to communicate technical concepts to students with the hopethat we can increase utilization of these strategies to benefit students and simplifyrecommendations for instructional faculty who are striving to be compliant with ABET and otheraccreditation bodies and manage their workload within realistic constraints put on educationalinstitutions.Purpose: We believe that by explicitly articulating the applications of coursework to society,learning objectives to social service, and faculty commitment to advocacy for equitable practicesin engineering education and practice we can lay a foundation for a learning space
lecturer.The curriculum was implemented late in the semester, after the class was already comfortablewith each other and with large group discussions. The coursework for this class included severalactivities that are “outside” the typical technical engineering classrooms, such as using Twitter asthe classroom communication tool. Because of this, the students could have been more primed tobe receptive to the curriculum based on class experience so far. When the unconscious biascurriculum is positioned as pertinent to the engineering students’ development in professionalcommunication, the module could theoretically be implemented in any engineering classroom.For the curriculum to be successful, the facilitator must be willing to share their
Christine Stanley Engineering Education Faculty Department of Educational Administration & Human Development Texas A&M University Seth Polsley Sketch Recognition Lab Department of Computer Science & Engineering Texas A&M UniversityAbstractProtests against racial injustice have been increasing in the United States. Universities oftenrapidly respond to acts of injustice through public statements about their position to uphold theequality of all people. To gauge the desires and concerns around discussing events causing socialunrest
process, unlike the passive learner role common in lecture-based modalities inengineering classrooms. del Carmen Salazar [7] implied the need to address power dynamics inthe process of practicing humanizing pedagogy, explaining that co-constructing mutual trustbetween students and teachers through dialogue must be a component in such practice. All in all,to humanize engineering education, our community must further research in understandingstudent-teacher power dynamics in engineering classrooms. As far as we have reviewed theexisting engineering education literature [4], [12], knowledge on this topic should continue to beexpanded and built to develop foundations for pushing efforts to practice humanizing pedagogyin engineering education
. Based on the African American Male Theory (AAMT) [4], our research team examinedthe three students’ experiences in the context of the interconnected environmental systems(microsystem, mesosystem, exosystemic, macrosystem, chronosystem). Highlighting theconcepts of “resilience,” “resistance,” and “pursuit of social justice” in AAMT, the authorsexplored the three students’ multiple-layered social and professional identities as emerging Blackmale engineering professionals.Theoretical frameworkThis study is grounded in Bush and Bush’s African American Male Theory [4], which providesan effective analytic framework to understand the unique facets of Black males’ experiencessituated in various educational, academic, and community contexts. Like other