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

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

Tagged Topics

Diversity

Tagged Divisions

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

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

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

. 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

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

Tagged Divisions

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

common goal.6. The workshops and speakers were valuable too.7. The community-centered research.The student responses above indicate what elements participants found valuable about ROLE,confirming the importance of interacting with others, shared values through their culture, andcommunity building. When participants were interviewed, they reflected on more specificexamples. For instance, participants were aware of ROLE’s research space created to encourageresearch activities among minority and underrepresented students in engineering. Someparticipants reflected on their ethnic and engineering identities. Troy vented, “Being a Latinoengineer, it's definitely a minority in the engineering field…it made me sort of form more of abond if I see

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

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

, 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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

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

, ‘Developing a Grounded Framework for Implementing Ungrading in a Disciplinary Context’, ASEE Annu. Conf. Expo., 2023.[12] S. Ghosh and S. Coppola, ‘This Class Isn’t Designed For Me: Recognizing Ableist Trends In Design Education, And Redesigning For An Inclusive And Sustainable Future’. arXiv, 2024.[13] M. Bahnson et al., ‘Inequity in graduate engineering identity: Disciplinary differences and opportunity structures’, J. Eng. Educ., vol. 110, no. 4, pp. 949–976, 2021 [Online]. Available: 10.1002/jee.20427.[14] A. M. York et al., ‘Gender inequity in individual participation within physics and science, technology, engineering, and math courses’, Phys. Rev. Phys. Educ. Res., vol. 17, no. 2, p. 020140, Dec. 2021 [Online]. Available

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

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

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

classroommethods + STEM/engineering; inclusive college classroom + engineering/STEM; inclusiveinstruction + STEM/engineering; and inclusive college education + STEM/engineering) were usedto retrieve articles from different databases. The databases include Web of Science, GoogleScholar, IEEE Xplore Library, Scopus, ERIC, Wiley Online Library, and Compendex.Forty-four articles remained in the pool. Finally, in the synthesis phase, these articles werecritically reviewed following the sub research questions, and the information was synthesized togenerate themes. Five themes emerged from the forty-four articles. First theme: Using Identity toFoster Engineering Connections, found to be especially helpful for marginalized students. Secondtheme: Using Technology

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

Tagged Topics

Diversity

Tagged Divisions

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

. 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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe

Tagged Topics

Diversity

Tagged Divisions

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

2 1 Professors 2 1 1We used a purposive sample - students were selected because they either majored in engineeringor intend/intended to major in engineering and came from an underrepresented community, andprofessors were selected because they teach engineering at the college level. Once the potentialinterviewees were identified, we reached out to them via email to set up an interview by Zoom.The interviews lasted between 30 and 60 minutes and were recorded for transcription purposes.Interviewees were not paid for participation.The interview protocol was developed specifically for this project. The prompts from theprotocol that focused on assessment and identity

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

Tagged Topics

Diversity

Tagged Divisions

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

Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics