Displaying results 1 - 30 of 49 in total
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC
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- Culture & Social Justice in Education Division (EQUITY), Equity
asked respondents to indicate on a4-point Likert scale (1, “Not at all likely” to 4, “Very likely”) their likelihood of pursuing a positionafter obtaining their graduate degree. In particular, students were asked about their interest inpursuing a variety of careers including faculty positions: “How likely are you to pursue a positionas a university faculty member with an emphasis on teaching?” and “How likely are you to pursuea position as a university faculty member with an emphasis on research?” Other career trajectorieswere also assessed, including likelihood to pursue a position in industry, a start-up company,government, nonprofit organization, or a postdoctoral fellowship.Health: To evaluate mental and physical health, the surveys
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University
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international women of color. Darvishpour Ahandani is deeply committed to improving the well-being of underrepresented groups in STEM, a mission with which she personally identifies.Dr. Jennifer M Bekki, Arizona State University Jennifer M. Bekki is an Associate Professor in The Polytechnic School and the Associate Dean for Inclusive Excellence within The Fulton Schools of Engineering at Arizona State University. Her research aims to understand and address inequities arising from racism and sexism within STEM graduate education. ©American Society for Engineering Education, 2024Exploring the Landscape of Graduate Student Mental Health: Populations,Methods, and Terminologies - Who is Missing from the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Extended community members included students, children, anduniversity technology officers. These participants discussed how they were motivated toparticipate in STEM EEPs when a member of their extended community explained how STEMacademic entrepreneurship aligned with their career interests. When Dr. Wu was asked why sheparticipated in a STEM EEP, she noted, “My research has always had the bench towards that application, even though there's a lot of fundamental work that I also do as well. But I've never really thought about actually taking technology to the market until my son said, "No, mommy, have you thought about..." I said, "Well, I could explore it. Let's explore it."Dr. Wu explains how her decision to pursue a
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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supportive cultures and networks that allow women to comfortably pinpoint,refine, strengthen, and achieve their career objectives. This study found that about half ofacademic alters were faculty members, suggesting that they play crucial role in shaping careerchoice [65]. Academic alters can take a role of encouraging Asian women to participate inservices and activities, in order to capitalize on the interests and intentions of Asian women incivil engineering fields. Most students meet with an academic advisor once or twice a year toplan their studies or courses for the following semester. This meeting is significant because itallows students to discuss whether they would like to continue in their current major or pursuesomething new. In order to
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
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A PDF with a sentence explanation ● EECS faculty or grad interviewing) a mentor of who you correspond with and students to discuss engineering about what as well either ● Internship skills or professional screenshot of an online thread or supervisors or senior development email and your personal notes from colleagues the interaction. ● EECS Career Center advisor meeting Completing A link to your portfolio site -EECS faculty or grad Professional Portfolio
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette
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individual interviews instead. We recruitedparticipants by emailing campus organizations and student groups, explaining the purpose of thestudy, and seeking students who identified as marginalized within their engineering experience.Students then scheduled an individual interview with two members of the research team,conducted over Zoom. We include some of these data, selected for race, in this paper and explorethem further in other publications [28]–[30].We had developed our classroom observation protocol, now scheduled for fall 2020, anticipatingin-person instruction. Due to the institution’s decision to offer online instruction in addition toin-person instruction in fall 2020, to manage logistical constraints of having students work onteams when
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 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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developing an initial draft, we sought feedback from other members of our projectteam. Once we received their feedback we quickly shifted our approach to organizing thissurvey. In the following section we will discuss the major considerations that informed the nextversion of the survey. 6 4.2. Initial Draft Considerations The first consideration we made was question arrangement. Prior to the full round offeedback, we opened the survey with demographic questions that oriented respondents to thinkabout their role as faculty/staff within a graduate program interacting with graduate students. Wedecided to leave all remaining demographic
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology
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- Culture & Social Justice in Education, Equity
the discussion, the facilitator asked if thefacial jewelry led to certain assumptions by the students. It is important to keep a sense of humorin this discussion and the facilitator to be comfortable with hearing untrue or unfair stereotypesbased on their appearance. By keeping it light and laughing or agreeing with the assumptions,students feel able to be more honest in their biases about the facilitator. This kind of discussionmay be more difficult for students to have with an authority figure and so faculty may need to bemindful of this as they are preparing for such a discussion. Similarly, this discussion may bedifficult for faculty members whose career is subject to students’ evaluations. Future study couldexplore the effect of having a
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute
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Paper ID #34091Studying the Impact of Humanitarian Engineering Projects on StudentProfessional Formation and Views of Diversity, Equity, and InclusionDr. Kirsten Heikkinen Dodson, Lipscomb University Dr. Kirsten Heikkinen Dodson is an assistant professor of mechanical engineering in the Raymond B. Jones College of Engineering at Lipscomb University. She graduated from Lipscomb University with her Bachelors degree before completing her Doctoral Degree at Vanderbilt. Upon completing her research at Vanderbilt, she joined the faculty at her alma mater where she has focused on thermal-fluids topics in teaching and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
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research abstract and poster sessionpresentation development, how to utilize research data; communicating technical information;and creating professional networks. Additionally, students were asked about their experiences with mentorship and plansregarding employment or postgraduate school: 81% of responses indicated the ROLE programwas their first faculty-led mentored research opportunity, only 50% had participated in an oralpresentation about research, and 25% were considering entering a graduate program. Thisinformation is critical because the research shows student attrition in rigorous STEM programs ispartly attributed to a lack of undergraduate research opportunities, a lack of skill-buildingopportunities surrounding research like how
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati
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, raised in a large city in Iran, withmultidisciplinary academic background in engineering and educational psychology. I graduatedwith a bachelor's degree in electrical engineering from a public university in Iran. My interest inpsychological foundations of education led me to pursue graduate degrees in educationalpsychology. Aligning with my educational experiences, my research interests are situated at theintersection of engineering, psychology, and education. I identify as a mother-scholar whosestudies are intentionally in a dynamic interaction with the lived experiences of mothering. Thegoal of my research is to understand mental experiences, relationships, and mental wellbeing ofunderrepresented students and faculty. I also explore how these
- Conference Session
- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG
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Engineering at York University, Canada. Before beginning his academic career, Dr. Czekanski worked for over 10 years in the automotive sector. Dr. Czekanski attention is dedicated to newly established Lassonde School of Engineering (York). He devotes his efforts towards the enrichment of Renaissance Engineering program by including interdisciplinary learning, industry collaboration and designing for positive social impact which contributes to the uniqueness of York’s engineering program. As an active participant in the establishment of the undergraduate and graduate Mechanical Engineering programs, his attention is devoted to providing students with both experiential learning and soft skills
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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engagement deepens asthey are willing to spend time exploring their goals. Further, for women students to functionoptimally in their colleges and universities, the choice of the major must be based on theirinterests. For instance, personal interest in the major of study is very influential in students’major decisions [30] and could enhance students’ sense of belonging [31], [32]. Furthermore,embedding peer mentors in academic experiences improves a sense of inclusion in the learningspace which is directly related to students’ sense of belonging [31].Finding 2. The need to focus on practice (not just theories)Because engineering requires practical aspects, the students want the college to cover practicalaspects through labs. “Engineering education is
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agri- cultural and Mechanical University – Florida State University College of Engineering, and an S.M. and Ph.D. from the MIT Media Lab.Shira VielDr. Karis Boyd-Sinkler, Duke University Karis Boyd-Sinkler, PhD is the Director of Diversity, Equity, & Inclusion and Adjunct Assistant Pro- fessor at Duke University’s Pratt School of Engineering. She plays a key role in providing strategies to strengthen Pratt’s efforts to create and sustain an equitable environment for all members of the Pratt Com- munity including students, staff, faculty, and alumni. She has over 7 years of experience leading multiple mentoring, outreach, and professional
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego
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socialrelationships and an understanding of social issues is extremely valuable for the development ofengineering students. Unfortunately, engineering programs emphasize the technical content sointensely that most engineering students do not get the opportunity to work with social issuesthus never creating that awareness.The focus on technical aspects of engineering, and the perception that engineering work isobjective, has also led engineering students to think about the profession as apolitical [8, 9].This depoliticization frames engineering as a technical space where the social and politicalsides are tangential to engineering decision-making. Cech argued that students'conceptualization of engineering as apolitical has also created issues related to
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
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who gave a student who had a failing grade a citation for consistently trying to learn in the class and not giving up. The citation tells a different story.” [student]*Citation - Statement (indicated by an asterisk after a letter grade) entered by faculty members toprovide an official record of information about undergraduates who have made particularlyfavorable impressions on members of the faculty because of their unusual talents, dependability,initiative, resourcefulness, or other meritorious characteristics that are not indicated adequatelyby academic grades.Opportunities to comment on a student’s qualities or progress thus helps to provide contextbeyond a letter grade. However, this kind of feedback, though extremely useful, is not
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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positive waysby institutions of higher education [22].The literature on traditional mentorship has described improvement in the mentoring modelthrough the concept of effective mentorship [34], [35]. This concept was conceived within thecontext of university research, with faculty members mentoring the students working in theirlaboratories. The literature suggests that anyone “self-motivated to enroll” in skills training on thefollowing six mentoring competencies can become an effective mentor [34]: “1) Maintainingeffective communication, 2) Establishing and aligning expectations, 3) Assessing mentees’understanding of scientific research, 4) Addressing diversity within mentoring relationships, 5)Fostering mentees’ independence, and 6) Promoting
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech
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Associate Professor in the Department of Engineering Education at Virginia Tech. Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, cultur- ally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students from an asset-based perspective. Homero’s goal is to develop engineering education practices that value the capital that tra- ditionally marginalized students, bring into the field, and to train graduate students and faculty members with the tool to promote effective and
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut
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beach.Ms. Connie Syharat, University of Connecticut Constance M. Syharat is a Ph.D. student and Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects, Revolutionizing Engineering Departments (NSF:RED) ”Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation” and In- novations in Graduate Education (NSF:IGE) Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce”. In her time at the University of Connecticut she has also has served as Program Assistant for an summer pro- gram in engineering for middle school students with ADHD. Previously, she spent
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- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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with a deep knowledge of this borderland area as a localinhabitant, a first-generation student, and a Mexican American mixed-race person. My educationin history, anthropology, and technology education along with my professional experiences inSTEM focused on K-12 and higher education informs my approach to supporting undergraduatestudents in STEM. I know how to connect with students and enjoy interacting with them in myrole as a graduate research assistant.Author3. I am a Hispanic engineer eager to provide mentoring and guidance to minorityundergraduate students, interest them in scientific careers, and encourage them to pursuegraduate studies. I have experience in advising student organizations, such as the Society ofHispanic Professional
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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students during theirinterpretation and practice. Since the purpose of this study is to explore and gain an in-depthdescription to understand as much as possible about how faculty teaching technical contentinclude social impacts and social justice perspectives into their courses a well-bounded andcollective case study approach was chosen [42].Study Design and MethodologyRQ: How do engineering faculty incorporate social impacts into their technical courses?Setting and recruitmentMany faculty members teach engineering science courses each with their own uniqueperspectives and curricula. It was essential for this project that faculty were selected who had afoundational understanding of sociotechnical integration as outlined in this paper. It was
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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research and teaching within university settings. However, the workforce needs of aglobalized economy and students empowered by their agency to venture outside the traditionalacademic sphere into industry, entrepreneurship, consulting, and pre-college leadership, forexample, have led to the emergence of varied and non-traditional career paths. These pathschallenge the conventional norms and expectations of what it means to be an engineeringeducator.Despite the gradual recognition and tokenized celebration of these diverse career paths, asignificant gap exists in understanding the experiences of those pursuing them. The narratives ofPh.D. graduates in Engineering Education who choose non-academic careers are oftenovershadowed by the predominant
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Weiss-Lopez; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
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) program he was the instructor of Coding Academy in which he was able to teach Python to high school students from various backgrounds.Stephanie Weiss-Lopez Stephanie Weiss-Lopez has overseen GEMS since 2020 as a Project Manager and Coordinator. Ms. Weiss-Lopez is a UIW alum with a degree in Meteorology, currently the AVS Laboratories Project Manager, and an MBA student at UIW. She has over 18 years of management and leadership experience and has been a member of the AVS labs since 2018. Ms. Weiss-Lopez has experience in personnel development, scientific research, and grant writing. During Ms. Weiss-Lopez’s leadership GEMS implemented and distributed over 450 free STEAM kits during the COVID-19 pandemic. Ms. Weiss
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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engage in those reflections needed to evaluate complex situations, which often involve socio-economic and political considerations. Case studies have been shown to be an effective way to do that, and an effective case study allows students to go beyond the simple facts of the case by looking at laws past and present, historical context, and current practice and lead them to make informed decisions [16]. This process not only enhances their analytical abilities but also encourages them to explore new dimensions of the engineering practice, facilitating that much needed shift to a more equitable and socio-centered engineering practice. This broader perspective encourages students to consider the
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Culture & Social Justice in Education Division (EQUITY), Equity
identitiesshould be explored, as giving students a safe space to exist in a classroom may allow them astronger connection to the major. It is easier on Zoom, as was discussed, but methods that allowstudents to engage with the classroom content anonymously in person and online should be studiedin relation to creating a stronger engineering identity, as there may be a stronger benefit and astandard to ensure students feel safe being connected.Additional research should be done on finding a standard for making an accessible human-centeredengineering education approach. Underrepresented students take well to that teaching approachbut standardizing it for all forms of underrepresented students will be helpful for the generalinclusive classroom. Additionally
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
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number of opportunities andassociated identity development [48]. Whether it was caused by social pressure to take on high-value careers or to tend to family [22], the job market, need for money and documentation [37],or discrimination towards displaced people [60], displaced students were disadvantaged by thelack of opportunities they faced with uncertain career plans [73][74]. In addition, this instabilityand lack of ability to choose freely from all pathways available translated into displaced studentsreporting high levels of anxiety, depression, and PTSD, amongst other mental health issues[34][39][73][75][76]. The lack of control over choices associated with building a career as adisplaced person revealed the limitations on students’ decision
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University
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engagement and motivation, and self-regulation.Dr. Angela Minichiello, Utah State University Angela (Angie) Minichiello is a military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.Dr. Oenardi Lawanto, Utah State University Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa
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- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
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evidence collected, from student artifacts, writtenreflections, class observations, etc. (see Table 1) points to system maps as an effectiveintervention that lies at the intersection of design and social justice.From the faculty perspective one of the most valuable aspects of having student teams createsystem maps is the side conversations that occur. As mentioned previously, the course is taughtin a flipped classroom modality so students work on their system maps during class, enablingrich conversations between faculty members and the design teams. These conversations serve asopportunities to illustrate to students how their engineering work recreates existing social issues.For example, one team wanted to build a system to test water in
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell
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institutionalsupport provided to Black graduate students in STEM and the impact of those (or the lack of those)on the students.Each member of our research team was involved in data collection and/or data analysis activities.Along with the faculty leads, our team includes four doctoral researchers and one post-doctoralscholar. Among them are two Black women, one Latinx researcher, and two Women of Color.One of the graduate student researchers is studying counseling psychology, one getting theirdegree in linguistics, and the others are in engineering education. Within our team, one of ourgraduate researchers holds the same professional and racial identity as the co-constructors (i.e., aBlack doctoral student in a STEM program). All other members of our team
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- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette
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’ funds of knowledge related to their students’ confidence in theirengineering performance, classroom belonging, and in graduating with an engineering degree.Samuelson & Litzler [18] utilized the concept of community cultural wealth, based on the workof Tara J. Yosso [19], which uses an asset-based approach to understand minoritized studentpersistence by examining different types of capital developed by students in their families andcommunities. Martin and Newton [20] combined the concepts of funds of knowledge andcommunity cultural wealth to connect together multiple forms of capital and wealth presentamong recent underrepresented and/or socially marginalized engineering Bachelor’s degreeearners.These forms of community cultural wealth have