Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

-Centered Designclass has been very rewarding for Dalrymple, especially after overcoming the initial discomfortin critiquing Whiteness as a Black immigrant. She especially enjoys having her experienceworking with communities valued in an engineering context.S. M. Lord is a White woman with over two decades of teaching experience. Her interest insocial justice stems from experiences of marginalization as a woman in Electrical Engineering inthe 1980s. During graduate school, she took several courses in Feminist Studies in response toher male peers constantly asking, “What do women think?” These courses gave her invaluableexperiences and some language and theoretical understanding of concepts such as privilege,sexism, racism, structural inequality and

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

students, and havingmutual respect and admiration for the academic engagement of their traditionally aged peers orfriends.” Adult students across campuses felt socially excluded due to life commitments andchallenges relating to traditional students. While class performance improved with theproportion of adult students, these students graduate at a lower rate than traditional students.Social integration was identified as a key to retention since anxiety leads to questioning abilitiesand thus stunted performance. Interviews revealed that Adult learners viewed themselves asmore experienced, more career focused, and less interested in social activities than the traditionalstudents. The authors conclude by encouraging educators to be cognizant of the

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

write what aspect of their experience was included in ASEE and an Ally workshop based on findings from the North Dakota State University ADVANCE project [20] were added. This year, ASEE was the full sponsor for the diversity booth, indicating the strong commitment of the society to diversity and inclusion. 8) Columbus 2017: A significant addition to Committee programming was a call for papers and special sessions, developed in 2016, that resulted in a conference program that included Safe Zone workshops and Ally workshops as in previous programs, but also workshops for facuty and advisors, peer-reviewed papers responding to the call, and a session of best diversity papers from across the conference