Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

Tagged Topics

Diversity

Tagged Divisions

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

threeunexcused absences. While these policies are not unreasonable, they tend to motivate students toparticipate in these activities. We recommend similar policies adapted to your courses toincentivize students (e.g., those who benefit from more guiding structure or who are tempted toprocrastinate) to stay engaged and not fall behind.Observations and Tips: This is a very different grading structure that many students are notfamiliar with, so it is helpful to review the grading structure and the retesting process more thanonce (e.g., after the first testing session when they may have more motivation to understand thestructure than on the first day of class when the syllabus was presented). In the end, we didn’timpose grade deductions if a student gave a

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

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

inadvertentlyadvantaged students of their own background [6]. Some schools have developed programs thatattempt to increase the feeling of belonging for historically marginalized groups, but most ofthese interactions occur outside the classroom [3]. The purpose of this study is to quantify andevaluate the efficacy of a clinical observations and needs-finding course on historicallymarginalized groups, to create a more welcoming and equal learning environment.Methods:To measure students’ perceptions before and after completing the course, a Qualtrics survey wascreated with Likert scale questions and open-response questions that directly aligned with thecourse objectives as stated in the syllabus. The survey was administered to all 75 junior-levelundergraduate

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

focus on community building within engineering. Thenuances of my experiences inside and outside of the classroom over the course of my four yearsat this university inform my following recommendations and speak to the impact of positive andnegative teaching experiences encountered during my educational journey.Preliminary Findings and RecommendationsOur analysis of the instructors’ guide revealed that several policies have been implemented withthe intent of supporting student learning, but their impact falls short in terms of aligning withhigh-impact teaching practices and fostering inclusive learning environments. Syllabus languagewas the first item addressed in the instructors’ guide, with the following recommendationsstanding out to us: 1

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

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

human-centered design approach, (2) the intersection of socialjustice and design thinking, and (3) the implications of design choices on historicallymarginalized groups. Course artifacts, student reflections, and instructional team reflections areused to understand the growth in mindset of the students and instructor through this course.Additionally, these resources are used to present key learnings for future implementation.This project focused on examining systems. Groups historically excluded from engineering,including people of color, disabled, LGBTQ+, and women, were recentered through the humancentered design process. Students evaluated engineering systems for exclusion and ideated on thesource of these design flaws. In doing so, they

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

, I took liberties to construct excitingopportunities that would allow me to learn and grow.To do so, I had to change advisors to find the right person to support my path, write essays tovalidate my efforts, and meet with administrators to get approval for unconventional approachesand opportunities. Most of my PhD professors approved requests to modify projects targetedtoward faculty preparation to be more entrepreneurial. For example, for the anchor course,Content Assessment and Pedagogy, instead of developing a detailed course syllabus (which wasthe assignment), I pitched an idea to my client to write new curricula that would go on to be myfirst product in a ~million-dollar portfolio for them. That's right! I got paid to do a