Displaying results 1 - 30 of 153 in total
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo
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- Diversity
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- Culture & Social Justice in Education, Equity
Paper ID #32638Implementing Social Justice Projects in Thermal System and MechanicalDesign CoursesDr. Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo Lauren Cooper earned her Ph.D. in Mechanical Engineering with a research emphasis in Engineering Education from University of Colorado Boulder. She is currently an Assistant Professor in Mechanical Engineering at California Polytechnic State University in San Luis Obispo. Her research interests include project-based learning, student motivation, human-centered design, and the role of empathy in engineering teaching and learning.Dr. Jennifer Mott
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39701Examining an Equity-Focused Collective Impacted Project through the Lensof Alliance Members’ Prior ExperiencesRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent almost 20 years evaluating and researching STEM education projects from K-12 through graduate programs.Dr. Monica McGill, CSEdResearch.org Monica McGill is President & CEO of CSEdResearch.org. Her area of scholarship is K-12 computer science and cybersecurity education research with a current focus on diversity and improving the quality of research
- Conference Session
- For Students to Know and Grow
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education, Equity
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
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining
- Conference Session
- For Students to Know and Grow
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Heather R. Beem, Ashesi University
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- Diversity
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- Culture & Social Justice in Education, Equity
Paper ID #32546Exploring the Role of Project-based Learning in Building Self-efficacyin First-year African Engineering StudentsDr. Heather R. Beem, Ashesi University Dr. Heather Beem is a Mechanical Engineering Faculty at Ashesi University in Ghana, where she leads the Resourceful Engineering Lab. Her research explores the mechanisms and manifestations of resourceful design, particularly along the lines of indigenous innovation, experiential education, and bio-inspired fluid dynamics. Dr. Beem completed her Ph.D. in Mechanical Engineering at MIT/WHOI, and moved shortly thereafter to Ghana. She founded and leads
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
[3]. This previous work focuses on the how-to parts ofconvening the task force, determining goals, and describing challenges. In this paper, we focuson two specific efforts within the DEI Task Force: a DEI Scholars Program, and a DEI ElectiveOption which is an outcome of the DEI Scholars Program.The DEI Task Force regularly convenes to tackle immediately pressing DEI issues within thedepartment and to develop a longer-term plan for improvement and change for all mattersrelating to DEI [website link]. Every semester the makeup of the DEI Task Force changes as newDEI Scholars join, others graduate, and faculty and staff are added. This evolution of the TaskForce itself has led to an evolution of the type of projects we address and also the way
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Allison Murray, Marquette University; Lisa Chase, Marquette University
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- Diversity
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- 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
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
one of its engineeringdepartments by increasing the number of instructors who are women and women of color. Thispaper examines the difference in teaching and student learning outcomes when this departmentreplaced the teaching team for two courses from Caucasian men to women and women of colorwith no instructions on how to deliver the courses. It was noted that women professors drawfrom their work experiences and bring a hands-on learning and a project-based approach. Thischange was noted in the department of Civil and Environmental Engineering because previouslywhen the courses were taught by men, the course delivery remained consistent with a traditionallecture-based approach. It is important to note that instructors are not given a guide on
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
improve salary-related policies, perceptions, leadership skills, and communityengagement. The workshops prepare the partner institutions to engage in salary equity effortsand demonstrate best practices in teamwork. Guiding principles used in creating the workshopcontent include ● Collaboration between diverse stakeholders ● Providing accessible and clear communication for all ● Addressing and challenging “unstated assumptions” ● Recognizing the emotions surrounding the subject of salary and equityOver the first year of the project, the workshops presented communication and facilitationchallenges with this audience. American Sign Language (ASL) interpreting within multiplebreakout rooms of mixed-hearing-status participants was of
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
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- Diversity
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- Culture & Social Justice in Education, Equity
].Unified voice refers to a team’s shared commitment and sense of purpose and direction for theirproject [9], [14], [16]. One of the first steps of a change team is to establish a unified voice fortheir projects, as it is integral to every step of the change process that follows [2]. As Katzenbachand Smith [9] argue, teams need to then translate their unified voice into specific and measurable 1performance goals and develop methods to assess their progress in order to achieve impactfuloutcomes. Clear goals facilitate communication and constructive conflict, where team memberscan focus on how to achieve (or change) their goals and focus on getting
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education, Equity
, and Lifestyle”: Engineering Students’ Perceptions of Homelessness and Implications for Social Justice EducationAbstractThis paper describes how engineering students in a lower division user-centered design courseframed issues of homelessness within an engineering context. We focused on the issue ofhomelessness as the context for the course’s design project because it is one of the largestsocial justice issues impacting the area where the University of the Borderland (pseudonym) islocated. The goal was to determine how the project influenced students’ perceptions ofhomelessness and the role of engineers in this social justice issue. Results indicated thatstudents tend to frame issues of homelessness in simplistic terms aligned
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
bachelor’s degree in mechanical engineering. He is currently the Lab Manager for the Ashesi Resourceful Engineering Lab (AREL), where he super- vises and supports both educational and engineering-based research projects. As part of being the Lab Manager at AREL, Jeremiah has spearheaded unique projects to develop the fluids lab. He also plays a vital role as the mechanical designer for an emerging up-cycling and down-cycling textile firm. Jeremiah believes in diligence.Gordon Adomdza Dr. Gordon Kwesi Adomdza is Associate Professor of Entrepreneurship and Innovation, Ashesi Uni- versity. He teaches courses that use Design Thinking to develop innovative concepts for new ideas and business models. He is the faculty lead
- Conference Session
- Changing How We Pursue Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego
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- Diversity
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- Culture & Social Justice in Education, Equity
) Engineering. She previously served as the project manager and lead editor of the NSF-funded TeachEngineering digital library (TeachEngineering.org, a free library of K-12 engineering curriculum), during which she mentored NSF GK-12 Fellows and NSF Research Experiences for Teachers (RET) par- ticipants from across the country on the creation and publication of their original engineering curriculum. Dr. Forbes is a former high school physics and engineering teacher and a former NSF GK-12 Fellow.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Associate Professor and Faculty Lead for the Engineering Exchange for Social Justice, in the Shiley Marcos School of Engineering at University of San Diego
- 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
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39681Common Metrics: Lessons from Building a Collaborative Process for theExamination of State-level K–12 Computer Science Education DataRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent nearly 20 years evaluating and researching projects in STEM education from K-12 through graduate programs.Sarah T. DuntonJayce R. Warner, University of Texas, AustinMr. Jeffrey XavierJoshua Childs, University of Texas, AustinDr. Alan Peterfreund, SAGE ©American Society for Engineering Education, 2023 Common Metrics: Lessons from
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland
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- Diversity
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- Culture & Social Justice in Education, Equity
: a diversity workshop in anintroduction to engineering course, a student-driven project to encourage welcoming and diversestudy groups, and a junior-level teamwork design project.The study found the engineering program has a positive climate inside the classroom and aslightly less positive climate outside the classroom. Even when junior-level students report thatdiverse teams are more creative, students do not strongly believe that different backgrounds areimportant and maintain biases. The student-driven intervention was successful, as the upper-level students produced a video about the value of diverse study groups. We confirmed thattraditional engineering students are resistant to changes in student culture, as evidenced by thedifficulty
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
theresearcher-in-residence altogether) explore how one learns through making. We make variousprojects alone and together with others, all along reflecting on the practices and experiences oflearning through making.Building on designs developed in a STEM learning program by the second author [22], Making toLearn is organized around five making projects: restorying making, make something move,interaction, making do, and movements and improvements. The materials and tools presented toparticipants and the prompt for each project are listed in Table 1.Participants also read research papers and articles that focus on important issues of equity inmaking and have regular discussions. They interrogated the narrative of “the maker movement” -while Dougherty [23
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36943Teamwork Perception in Engineering Programs through the Lens of Genderand RaceDr. Raheleh Miralami, Mississippi State UniversityDr. Saeed Rokooei, Mississippi State University Saeed Rokooei is an assistant professor in the Building Construction Science program at Mississippi State University. His professional responsibilities include project planning and management as well as architectural design practice in private and public construction and engineering firms. He has taught in architecture and construction programs since 2006. Dr. Rokooei’s primary research interests include simulation and serious games
- Conference Session
- For Students to Know and Grow
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan
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- Diversity
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- Culture & Social Justice in Education, Equity
Paper ID #34275Supporting Equitable Team Experiences Using Tandem, an Online Assess-mentand Learning ToolDr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. She is one of the faculty co-innovators behind Tandem.Dr
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
project incorporatingcentering Indigenous ways of knowing and being within an engineering education context. Cal PolyHumboldt’s new master’s program in Engineering & Community Practice is among the first of its kind inthe United States as an Indigenous-centered graduate engineering program. This program is a one-year,project-based degree where STEM students will work through the relationship-building process with anIndigenous Nation to develop and complete an engineering project. As such, the potential impact of theprogram could be significant as we start to engage with the decolonization process as a field. Thisresearch attempts to capture and communicate that impact in a way that centers Indigenous ways of beingand storytelling. This will
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Kristin A. Bartlett, University of Kentucky
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Conception of Spatial Skills is at Odds with Equity in Engineering EducationAbstractThe purpose of this arts-based research paper is to critically examine the practice of spatial skillstesting in engineering education research and practice. Many well-meaning educators andresearchers have undertaken projects to help women students succeed in engineering by offeringspatial skills training courses, under the premise that women lag behind men in spatial skills andthat this contributes to their lower rates of participation in engineering. The practice of spatialskills testing and funneling students into remedial courses promotes a deficit model againstwomen and Black, Hispanic/Latino/Latine, and Native American students of all
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
spaces before transitioning to higher education.Dr. Alex M. Phan, University of California, San Diego Dr. Alex Phan is the inaugural Executive Director for Student Success in the Jacobs School of Engineering at UC San Diego. Prior to his appointment, he has served as a project scientist, engineer, and lecturer, teaching across multiple divisions, including the Jacobs School of Engineering (Dept. of Electrical and Computer Engineering, Dept. of Mechanical and Aerospace Eng., Dean’s Office Unit) and UC San Diego Division of Extended Studies. His teaching interests and expertise are in experiential learning, holistic education models, active learning environments, and metacognition. In his current role, he leads the IDEA
- Conference Session
- Special Topics: Conscious Considerations
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University
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- Diversity
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- Culture & Social Justice in Education, Equity
provide preliminary findings from the Science TechnologyEngineering and Math Foundry Heritage Fellows (STEM FHF) program, a student engagementand retention initiative at Tennessee Technological University (Tennessee Tech), funded by aTennessee Board of Regents Student Engagement, Retention, and Success grant. Two of themajor objectives of the STEM FHF program were to provide traditionally marginalized students ASEE 2021with a diverse array of opportunities to engage in community outreach and service as well asextensive leadership training that leveraged the Renaissance Foundry Model (herein, theFoundry) to help develop two community outreach projects featuring diversity in STEM. TheFoundry provides an
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
“active learning.” We chose to limit the scope of this review to studies thatspecifically focus on social justice, but want to recognize that additional empirical work is beingdone, and, although not included in this review, that work also informs the implementation ofsocial justice work in our engineering classrooms.Literature examining courses that integrate social and technical aspects of engineeringMost of the papers we reviewed did not mention the use of a framework in the design of thecourse or in the evaluation of student outcomes (e.g., [1], [28]–[30]). Those that did used avariety of different frameworks. Specifically, Chen et al. [31] used Problem-Based and Project-Based Learning (e.g., [32]), Leydens et al. [13] and Reynante [33] used
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
to technology-richenvironments like makerspaces for traditionally underserved youth in engineering. Several pro-Makerspace actors purport that having experiences in such open-ended project-based settings canencourage engagement with engineering. However, as we know from prior work in the area,simply providing access to technology-rich spaces does not allow underserved youth to feelownership and belonging in both makerspaces and engineering environments. Additionally,formal and informal engineering education experiences do not center on preventing harm tocommunities and the environment in engineering work. Not only do future generations ofengineers need to reduce the harm caused by engineering and technology proactively, but harmreduction
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).Vanessa Tran, Utah State University Vanessa Tran is a Ph.D. candidate in Engineering Education at Utah State University (USU). She earned a Bachelor’s degree in Civil Engineering from the University of Architecture (UAH) and a Master’s in Global Production Engineering and Management from
- 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
, means etc) and some that did not, andinstitutions that practiced mastery-based learning and others that did not. The interviewssuggested three main ways that assessment practices may reduce confidence and undercutlearning of underrepresented engineering students. Here, the terms assessment and reportingpractices do not refer to a specific type of assessment practice. Rather, the researchers focused onusing qualitative methods to understand how students felt about assessment and the way theyreceive feedback (eg. tests, letter grades, class statistics, hands-on projects) in broad terms tobetter inform future research studies.Engineering schools are increasingly trying to increase diversity and improve retention ofstudents from underrepresented