Asee peer logo
Displaying all 22 results
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection
2023 ASEE Annual Conference & Exposition
Authors
Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
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
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
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
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection
2023 ASEE Annual Conference & Exposition
Authors
Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
. 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
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
Collection
2023 ASEE Annual Conference & Exposition
Authors
Karen Dinora Martinez Soto, Virginia Tech; Homero Murzi, Virginia Tech; Jazmin Jurkiewicz, Virginia Tech; Rene Alberto Hernandez, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection
2023 ASEE Annual Conference & Exposition
Authors
Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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 studentsdecision
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection
2023 ASEE Annual Conference & Exposition
Authors
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
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
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
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection
2023 ASEE Annual Conference & Exposition
Authors
Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
engineering education. ©American Society for Engineering Education, 2023 Analyzing the Needs of Engineering Teaching Assistants: Examining Hidden Deficit IdeasIntroductionThe lack of preparation of graduate students for the professoriate has been documented bydifferent scholars [1, 2]. It is well known that graduate education prepares students to pursuedifferent career paths [1], but a large majority of engineering graduate students will followprimarily corporate and industry positions while a small percentage will chase faculty careers[3]. According to Choe and Borrego [3], doctoral international engineering students are morelikely to pursue an academic career. Nonetheless, it
Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
for academic careers; the Department of Education’s (DoE) STEMGROW Program to encourage students Latino(a) students and students with disabilities to pursue STEM careers; ©American Society for Engineering Education, 2023 Paper ID #38753 and DoE’s Program YES SHE CAN that provides support and mentoring to female pre-college students. She is also a member of two advisory committees to the UTEP’s President: The Diversity, Equity, and Inclusion committee and of the Women’s Advisory Council, in which she served five years as Chair. She is also Co-PI in the NSF Engineering Research Center for Advancing
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection
2023 ASEE Annual Conference & Exposition
Authors
Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
implemented in colleges of engineering that disrupt the status quo regarding who gets to participate in engineering education as students and faculty members; and (3) increased participation and comfort among Black and Brown K– 12 students in pre-college engineering activities that signal to parents and young learners that an engineering career is an option for anyone. These outcomes map to three strategic pillars of the Year of Impact on Racial Equity.”Volunteers for the Year of Impact on Racial Equity were divided into three taskforces, eachfocusing on a distinct pillar: (1) student organizations at Colleges of Engineering and EngineeringTechnology, (2) faculty and administrators in Colleges of Engineering, and (3
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection
2023 ASEE Annual Conference & Exposition
Authors
Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a professor of practice in Electrical and Computer Engineering & Computer Sci- ence at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
Collection
2023 ASEE Annual Conference & Exposition
Authors
Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
-changing digital landscape are needed. Workforce development and shortages are significantwith needs for talent at all levels. For engineers in particular, workers need to be able utilize andadvance technology, excel in the interdisciplinary nature of complex engineering problems,within interconnected digital spaces, make decisions, and be versed in ‘soft skills’ required forcollaboration and communication.Traditionally, undergraduate and graduate engineering education has been siloed according todisciplinary departments. Students navigate their education through a series of courses intendedto prepare them via methods and tools that define the discipline. This approach is based largelyon 20th-century needs. While team-based and project-based
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection
2023 ASEE Annual Conference & Exposition
Authors
Sara E. Lego, Pennsylvania State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
5State’s Learning Resource Network (LRN) and is free to University faculty, staff, and students.Through videos and interactive vignettes that address a broad array of identity characteristics(e.g. age, disability, nationality, language, race, gender, religion, and sexual orientation), itprovides a clear set of 6 techniques that individuals can use to halt verbalized instances of bias atthe micro- and macro- levels in non-confrontational but effective ways. The training materialsalso include a workbook that allows students to practice the techniques learned and that is used,in part, as an assessment mechanism for the homework grade.Armed with the techniques presented in both the DEI Overview lecture and the “Ouch! ThatStereotype Hurts” bystander
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
Collection
2023 ASEE Annual Conference & Exposition
Authors
Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
highlight this. Rarely, however, are there spaces andplaces for women in engineering to discuss these tensions. We wanted to create space so thosecoming after us can do the real work to move toward sisterhood.Race affects cross-racial mentoring relationships at all levels of higher education includingsenior faculty to junior faculty, faculty to postdocs, and faculty to graduate students [1]–[3]. Forexample, common factors that shape cross-racial mentoring of Faculty of Color include “anawareness of the mentee’s cultural experience” by the mentor, “open-mindedness”, and “trust,comfort, and common ground” [3]. Davis and Linder [4] further call to action the necessity toacknowledge and candidly discuss whiteness in cross-racial relationships between
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection
2023 ASEE Annual Conference & Exposition
Authors
Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Curitiba, Brazil; native communities in the Amazon in Villavicencio, Colombia; and underserved communities in Piura, Per´u. Dr. Santiago is passionate about providing experiential learning opportunities to both undergraduate and graduate students with a focus on Hispanic and female students. She is currently Co-PI of UTEP’s NSF-AGEP program focusing on foster- ing Hispanic doctoral students for academic careers; the Department of Education’s (DoE) STEMGROW Program to encourage students Latino(a) students and students with disabilities to pursue STEM careers; and DoE’s Program YES SHE CAN that provides support and mentoring to female pre-college students. She is also a member of two advisory committees to the UTEP’s
Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
in educational systems, will help with student retentionin engineering classrooms. Hence, diversifying the workforce results in a career path that is notrooted in the current patriarchal norms [3].In a post-secondary engineering faculty, that would mean the diversification of both faculty andthe student body to include more women and people of color. Creating a more inclusiveenvironment that stems from gender, race and ethnic diversity allows for new experiences andknowledge to be introduced [3]. Nielsen et al. highlight how gender diversity contributes to teamdynamics by enhancing creativity, decision making, and problem solving when compared to all-men research teams. This is largely due to the ability of women to recognize their
Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
-to-PeerRottman and Reeve reference the use of curricular integration strategies to introduce ethics andequity to students. Faculty members offer an invitation for instructors to incorporate case studiesor co-construct classes that allow for modules to present ways in which these ideas are exploredand demonstrated in real world contexts.Accessibility: Students with disabilitiesAt Carnegie Mellon, course materials are adjusted for file format and font to make it easier forstudents with visual disabilities to view. [19].Only a few articles outlined concrete steps for implementation. A few touch on professorsorienting students to understand equity in engineering through the Liberal social justice theory.“Liberal social justice theory frames
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection
2023 ASEE Annual Conference & Exposition
Authors
Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
Engineering and Technology at Old Dominion University (2016–2019), Department Head and Professor of Engineering Education at Virginia Tech (2011–2016) and held faculty and administrative positions at Virginia Commonwealth University (2008–2011) and the University of Nebraska-Lincoln (1998–2008). Her research interests include: Broadening Participation, Faculty and Graduate Student Development, International/Global Education, Teamwork and Team Effectiveness, and Quality Control and Manage- ment. In 2003, she received the CAREER award from the Engineering Education and Centers Division of the National Science Foundation. Dr. Adams is a leader in the advancement and inclusion of all in science, technology, engineering