Displaying all 4 results
- Conference Session
- Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
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- 2025 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #46536Peer and self-assessment of teamwork for students with accommodations in aproject-based laboratory course.Dr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the Mechanical and Industrial Engineering department at Northeastern University with research interests including lab and design pedagogy, inclusive teaching, and neurodiversity in STEM. ©American Society for Engineering Education, 2025Paper from Practice: Peer and self-assessment of teamwork for students with accommodations in a project-based laboratory course.Student accommodations for
- Conference Session
- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sylvia L. Mendez, University of Kentucky; Jennifer Tygret; Comas Lamar Haynes, Georgia Tech Research Institute; Canek Moises Luna Phillips, Rice University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
academia. Her research centers on the creation of optimal higher education policies and practices that advance faculty careers and student success, as well as the schooling experiences of Mexican-descent youth in the mid-20th century.Jennifer TygretDr. Comas Lamar Haynes, Georgia Tech Research Institute Comas Lamar Haynes is a Principal Research Engineer / faculty member of the Georgia Tech Research Institute and Joint Faculty Appointee at the Oak Ridge National Laboratory. His research includes modeling steady state and transient behavior of advanced enDr. Canek Moises Luna Phillips, Rice University Dr. Canek Phillips is a Research Scientist at in the George R. Brown School of Engineering at Rice University where his
- Conference Session
- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia
- Tagged Topics
- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #47248Resetting the Default: Welcoming New Engineering Faculty to Inclusive TeachingProf. David C. Mays, University of Colorado Denver David Mays is an Associate Professor in the Department of Civil Engineering at the University of Colorado Denver. He earned his B.S. from the University of Pennsylvania in 1995, then taught high school through Teach for America and worked as a contractor at Los Alamos National Laboratory before earning his M.S. and Ph.D. from the University of California Berkeley in 1999 and 2005, respectively. He has been at CU Denver since 2005, where he teaches fluid mechanics and hydrology
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
“helpful and affirming” and that it was “nice to know that [they are] notgoing to get friction from people [they] have to see every day.” When prompted to expand on thesignificance of having cisgender peers witness them and validate their identity, Sky explainedthat “it’s really important because if your workplace is stressful or harsh or toxic, then you’re notgoing to come in and you’re not doing to do your best work ... and not having to deal with stufflike that is really great.” Because Sky received affirmation through gender validation, they wereable to pursue their degree in the absence of a toxic laboratory work environment. Gili shared asimilar example of support from a cisgender graduate student peer, explaining that they would“check in