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Activity of the ASEE Diversity Committee: Engaging a Community in Diversity, Advocacy, and Inclusive Practices

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

PlanThe activities of the ASEE Diveristy Committee have been guided by a communal vision andhave informed and been informed by (a) the task force charge in 2009, (b) initial plans developedby the committee in 2011-12, (c) and a formal strategic action plan developed in 2015-16. TheASEE statement on diversity and inclusion describes the Society’s vision as to create and foster environments where every individual is respected and no one feels marginalized. ASEE believes that this can be achieved by supporting the education, recruitment, retention, and advancement of these groups in engineering education, engineering technology education, and the engineering profession. While ASEE recognizes that steady gains have been

Relevance Score: 0.018497668

Dialogues Toward Gender Equity: Engaging Engineering Faculty to Promote an Inclusive Department Climate

Conference Session: Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM
Collection: 2016 ASEE Annual Conference & Exposition
Authors: J. Kasi Jackson, West Virginia University ; Joel Alejandro Mejia, Angelo State University; Maja Husar Holmes, West Virginia University; Rachel R. Stoiko, West Virginia University
Tagged Topics: ASEE Diversity Committee, Diversity, Engineering Deans Council
Tagged Divisions: Women in Engineering

implementationactivities.Dialogues was grounded in an institutional strategic planning process and occurred as part of arange of gender equity activities implemented during an NSF funded ADVANCE project. TheADVANCE program provides significant funding to institutional change efforts that recruit,retain and promote women faculty in science, technology, engineering and math fields. TheDialogues process consisted of a series of sessions (ranging from three to eight) that engageddepartmental faculty in a total of eight hours of facilitated reflection activities and discussionsabout implementing the university’s strategic plan to meet the vision of the respectivedepartment. At each meeting, facilitators guided faculty through a series of activities aimed atdefining the

Relevance Score: 0.016797805

Retaining Diverse Students in Civil Engineering and its Subdisciplines: Challenges and Opportunities

Conference Session: Women in Engineering Division Technical Session - Retention Programs for Diverse Students
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Abbie B Liel P.E., University of Colorado, Boulder; Eva Leong
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Minorities in Engineering, Women in Engineering

. Early respondents were offered a $5 Starbucks gift card for participating. Table 2. Outline of survey questions. Part Description # of Questions 1 Demographics (gender, race/ethnic background, age, etc.), family 13 background, and basic information about current educational activities 2a Undergraduate students only: Experiences during their civil, architectural, 45 or structural engineering education; memberships in student organizations, and future plans 2b Graduate students

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Engineering Students’ Self-Concept Differentiation: Investigation of Identity, Personality, and Authenticity with Implications for Program Retention

Conference Session: Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Kylie Denise Stoup, James Madison University; Olga Pierrakos, James Madison University
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Women in Engineering

Paper ID #16129Engineering Students’ Self-Concept Differentiation: Investigation of Identity,Personality, and Authenticity with Implications for Program RetentionMs. Kylie Denise Stoup, James Madison University Kylie Stoup is a senior honors engineering student at James Madison University. Ms. Kylie Stoup grad- uates with a BS in Engineering in May 2016. She is in the second year of her 2-year-long engineering capstone project so far, involving the design and implementation of a greenway system in Harrisonburg. Her career interests include transportation infrastructure and city planning with a focus in social equity, as

Relevance Score: 0.015259797

Building STEM Pathways for Students with Special Abilities

Conference Session: Creating Equity Through Structure and Pedagogy
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns
Tagged Topics: ASEE Diversity Committee, Diversity

Paso Carolina Favela is currently a Senior at the University of Texas at El Paso (UTEP) and plans to graduate with her Bachelors of Science in Mechanical Engineering in the Fall of 2018. Carolina is currently a yearlong university Undergraduate Research Student and Development Specialist for the STEMGrow program, a partnership with El Paso Community College (EPCC) that focuses on achieving the next c American Society for Engineering Education, 2018 Paper ID #24050 generation of student engagement and professional preparation. As a current STEMGrower, Ms. Favela strives to innovate and

Relevance Score: 0.014274233

Connectivity at RIT - Developing & Delivering an Effective Professional Development Workshop Series for Women Faculty in STEM

Conference Session: Women in Engineering Division Technical Session - Retaining and Developing Women Faculty
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Elizabeth Dell, Rochester Institute of Technology (COE); Margaret B. Bailey P.E., Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COS); DeLois Kijana Crawford, Rochester Institute of Technology; Wendy A. Dannels, Rochester Institute of Technology (NTID)
Tagged Topics: ASEE Diversity Committee, Diversity, Engineering Deans Council
Tagged Divisions: Engineering and Public Policy, Women in Engineering

) have been identified as the target audience forworkshop offerings due to the high prevalence of STEM disciplines within the university.Program assessment and evaluation results are presented. In addition, a sustainability plan isoutlined for continuation of these targeted workshops beyond the five-year grant funding period.IntroductionThe number of women earning doctoral degrees has increased over the past several decades;however, the same trend has not translated into additional representation in the faculty ranks. 1Challenges associated with academic life for women faculty include implicit and explicit bias,work-life balance, and stereotype threat2-5. Mirroring national trends, the number of womenfaculty in STEM areas at RIT declined

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How do Male and Female Faculty Members View and Use Classroom Strategies?

Conference Session: Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Robert J Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; Bethany B Smith, Arizona State University
Tagged Topics: ASEE Diversity Committee, Engineering Deans Council
Tagged Divisions: Women in Engineering

members are more likely to investtime in planning course content and assessing student learning; and that male instructors aremore likely to utilize a teaching paradigm that is content-focused, rather than student-oriented.21What we generally know from the research is that female faculty members typically spend moretime preparing course materials and they are more likely to utilize student-centered instruction.Absent from the research is a focus on engineering. While some generalizations can be drawnfrom existing literature, it is important to know what, if any, gender-based differences existamong engineering faculty regarding the use of student-centered strategies and attitudesregarding those strategies.MethodologyThis study was conducted to

Relevance Score: 0.013079826

Listening and Negotiation

Conference Session: Listening and Negotiation
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

Immediate Past-President of WEPAN, was PI on Tech’s NSF ADVANCE grant, a member of the mathematical and statistical so- cieties Joint Committee on Women, and advises a variety of women and girl-serving STEM projects and organizations. She is a past Vice President of ASEE and current Chair of the ASEE Long Range Planning Committee.Dr. Kim LaScola Needy P.E., University of Arkansas Kim LaScola Needy is Dean of the Graduate School and International Education at the University of Arkansas. Prior to this appointment she was Department Head and 21st Century Professor of Industrial Engineering at the University of Arkansas. She received her B.S. and M.S. degrees in Industrial Engi- neering from the University of Pittsburgh

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Making Changes: Application of an NSF-ADVANCE PAID Grant at a Predominantly Undergraduate Institution (PUI)

Conference Session: Women in Engineering Division Technical Session - Retaining and Developing Women Faculty
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Theresa M. Vitolo, Gannon University; Karinna M Vernaza, Gannon University; Lori D. Lindley, Gannon University; Elisa M. Konieczko, Gannon University; Weslene Tallmadge, Gannon University
Tagged Topics: ASEE Diversity Committee, Diversity, Engineering Deans Council
Tagged Divisions: Engineering and Public Policy, Women in Engineering

University. Usingboth internal experts and external consultants, workshops were planned for delivery in half-daysegments throughout each academic year, culminating in a regional one-day-long seminar at theend of the academic year. Additionally, leadership development for department chairs andprograms directors was planned to occur once each semester. Reactions to the workshops weregenerally positive, attendance has increased over the past four years, and sustained support ofthe workshops has been allocated by the administration through a collaboration betweenAcademic Affairs and Human Resources.Each strategy had its own challenges and successes, providing unique insight into the feasibilityof converting a successful technique from a research

Relevance Score: 0.012186408

Empowering Male Students as Allies for Gender Equity Within an Engineering College

Conference Session: Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Lisa Abrams, Ohio State University; Suzanne Grassel Shoger, The Ohio State University; Lauren Corrigan, Ohio State University; Steven Y. Nozaki, Ohio State University; Mitsu Narui, The Ohio State University Multicultural Center; Adithya Jayakumar, The Ohio State University
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Women in Engineering

in engineering. She has developed and taught a wide variety of engineering courses in First Year Engineering and Mechanical En- gineering at Ohio State. She has received four teaching awards in the last three years at both the College and the Departmental level at OSU.Suzanne Grassel Shoger, The Ohio State University Suzanne Shoger, M.A., is a Ph.D. student in Higher Education and Student Affairs at The Ohio State University. Her areas of expertise include strategic planning, gender equity and women’s leadership development, and social justice education. Her research focus is centered on gender equity among under- graduate and graduate engineering students, specifically related to ways men as a majority population

Relevance Score: 0.012063929

Proactive Inclusion of Neurodiverse Learning Styles in Project-based Learning: A Call for Action

Conference Session: Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering
Tagged Topics: ASEE Diversity Committee, Diversity

users. The Disabilities, Opportunities, Internetworking, and Technology (DO-IT) center at the University of Washington [6] provides an extensive repository of resources related to accessibility and universal design, in particular guidelines for both engineering labs [7] and makerspaces [8]. The Accessible Biomedical Immersion Laboratory (ABIL) at Purdue University [9] and the Seattle Lighthouse for the Blind [10] also provide excellent recommendations and models. Recommendations are broken down into guidelines for physical environments, tools and hardware, and instructional and support resources. Open floor plans with clearly marked and accessible routes of travel are a priority in accessible work spaces, with reconfigurable and height

Relevance Score: 0.011327462

The American Society of Civil Engineers’ Canon 8: Codifying Diversity as Ethics

Conference Session: Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Lisa M. Black, American Society of Civil Engineers; Quincy G. Alexander, American Society of Civil Engineers
Tagged Topics: ASEE Diversity Committee, Diversity

gender identity, race, national origin, ethnicity, religion, age, sexual orientation, disability, political affiliation, or family, marital, or economic status. a. Engineers shall conduct themselves in a manner in which all persons are treated with dignity, respect, and fairness. b. Engineers shall not engage in discrimination or harassment in connection with their professional activities. c. Engineers shall consider the diversity of the community, and shall endeavor in good faith to include diverse perspectives, in the planning and performance of their professional services [1].Prior to Canon 8's adoption

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Barriers to Persistence for Engineering Students with Disabilities

Conference Session: Action on Diversity - Disability Experiences & Empathy
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University
Tagged Topics: ASEE Diversity Committee, Diversity

stated, the very process of pursuing support can be a challenge for some students.Provided the nature of college-level disability support offices, students have to requestaccommodations and present current documentation detailing their disability (Habmlet, 2014).While students may have had an individualized education plan (IEP) and student support team inhigh school, it does not mean that they were made aware of the process or documentation neededto secure services in college. If students know about college-level disability support services andpursue them, they may present documentation from high school, which in many instances is notsufficient for services at the college level (Hamblet, 2014). In this case, the student would thenhave to get the

Relevance Score: 0.010790306

Culture and Attitude: A scholarship, mentoring and professional development program to increase the number of women graduating with engineering degrees.

Conference Session: Action on Diversity - Supporting Students at Multiple Levels
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Paula Holmes Jensen, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Stuart D. Kellogg, South Dakota School of Mines and Technology; Jennifer Karlin, University of Southern Maine; Cassandra M Birrenkott, South Dakota School of Mines and Technology
Tagged Topics: ASEE Diversity Committee, Diversity

participants who received the scholarship in all three majors weremore diverse in their typological preference. In other words, the participants were moreentrepreneurial, highly detailed, empathetic engineers, a goal of the Engineer of 2020. Resultsfrom the focus groups showed that the professional activities were valued, but social activitieswere valued more. These findings became clearer in the focus group sessions where studentsindicated that the social activities allowed time for scholars to make social connections acrossacademic disciplines. While much has been learned through approaching gender and intellectualdiversity, much work remains before sustainable progress is made. Plans are now being developedto strengthen the program by incorporating

Relevance Score: 0.010790306

Into the Light: Diffusing Ccontroversy and Increasing Transparency in the Faculty Salary Equity Study Process

Conference Session: Women in Engineering Division Technical Session - Retaining and Developing Women Faculty
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Margaret B. Bailey P.E., Rochester Institute of Technology (COE)
Tagged Topics: ASEE Diversity Committee, Engineering Deans Council
Tagged Divisions: Engineering and Public Policy, Women in Engineering

considerations. The resulting group had theexpertise needed to carry out the charge and quickly took on the characteristics of a“conscientious” team. They devised a plan and timeline to guide their efforts and they developeddeliberate processes to promote productive dialogue where all voices could be heard and all ideascould be vetted. Questions that drove their initial efforts included “what elements should afaculty salary equity study include?” and “how should an external data analyst/consultant beselected”?The RAC developed a Request for Proposals (RFP) to conduct the faculty salary equity studyusing the standard template provided by the university purchasing department. The RFPcontained several sections shown in Table 1. Some of the sections in

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Making the Invisible Visible: Exploring Cultural Differences of Faculty Working on a Multicultural Team

Conference Session: Action on Diversity - Engineering Workforce & Faculty Training
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Sevinj Iskandarova, James Madison University; Oris Griffin, James Madison University
Tagged Topics: ASEE Diversity Committee, Diversity

employees in the team” (p.1, 2015)Rationale for the StudyIn educational settings, it is important to provide continuous diversity-related practices and tocreate a culture awareness workforce development plan. Some faculty may be apprehensive ofmoving from a familiar cultural environment to the new multicultural environment, or adaptingto a new work environment that may cause frustrations. Despite legislation and organizationalpolicies that attempt to manage and encourage successful engagement, and retain a diverseenvironment, faculty members are still challenged on how to deal with workplace diversityprofessionally. In order to address these challenges, the research addressed cultural awarenessprograms such as cultural

Relevance Score: 0.01034051

First Generation Students Identification with and Feelings of Belongingness in Engineering

Conference Session: Engineering Cultures and Identity
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Educational Research and Methods

the third week of the fall semester at the end of aclass meeting of an upper level required technical communications class (ECOM) at a westernpublic land-grant institution. Surveys were administered over the span of a week and responseswere collected in class after participants finished the paper survey. The population consisted ofengineering majors who have taken at least two years of engineering courses. The class isdependent on a four year plan and has prerequisites that restrict students from taking the courseuntil their third year of engineering. A total of 202 survey responses (96% response rate) wereturned in from the participants. A 96% response rate was obtained for this survey administrationdue in part to the instructor’s mandatory

Relevance Score: 0.009439551

Preliminary Findings of a Phenomenological Study of Middle Eastern Women’s Experiences Studying Engineering in Ireland

Conference Session: Understanding Diversity, Equity, and Inclusion from Students' Perspectives
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Shannon Massie Chance, University College London & Dublin Institute of Technology; Bill Williams, Instituto Politécnico de Setúbal
Tagged Topics: ASEE Diversity Committee, Diversity

findings of this study?Methodological approachWe conducted initial phenomenological interviews during students’ first year (2014-2015),follow-up interviews with the sub-set of women from the Middle East (spring 2017), andfinal-year interviews with Irish-based participants (2017-2018). The Irish-basedparticipants joined our DT066 common core Bachelor of Engineering program together, inSeptember 2014.We conducted initial analysis, using interpretive phenomenology, to summarize eachparticipant’s first interview and help shape the direction of the study and the plan forfollow-up interviews. Starting in the third year, we used NVivo software to code allinterviews collected. As per Table 2, this included first-year interviews (n=7), the second

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Interdisciplinary Seminar Series: Increasing Awareness for Research, Recognition of the University, and Professional Development Opportunities

Conference Session: Women in Engineering Division Technical Session - Retaining and Developing Women Faculty
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Jamie J Newman, Louisiana Tech University; Mary E Caldorera-Moore, Louisiana Tech University
Tagged Topics: ASEE Diversity Committee, Diversity, Engineering Deans Council
Tagged Divisions: Engineering and Public Policy, Women in Engineering

approached the organizers to get involved in creating a broader series that addressed the interdisciplinary nature of biomedical research. With the growth of the series, the number of people involved and impacted grew too. One of the unique features of this series is that it involves four of the five colleges at Louisiana Tech with at least 10 individual programs participating, creating a truly interdisciplinary seminar series. Over the last three years, faculty and students from biomedical engineering, biology, kinesiology, and chemistry have been polled for seminar speaker recommendations. In turn, those faculty members have been involved in the planning and hosting of their recommended

Relevance Score: 0.008719884

Engineering Economics International Experience for Community College Students

Conference Session: Engineering Economy Division Technical Session 3
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Paulina Z. Sidwell, McLennan Community College
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Engineering Economy

her M.S. in Industrial Engineering from NMSU while conducting research over scheduling and policy optimization in health- care. At McLennan Community College, she serves in various committees, including the Mars 101 Com- mittee and the Strategic Planning Committee. She has participated in various study-travel experiences as sponsor/faculty, such as Mars 101, Geology Field Course, and the Australia/New Zealand Overseas Experience. She also serves as an advisor for the Engineering & Physics Club. c American Society for Engineering Education, 2016 Engineering Economics International Experience for Community College StudentsAbstractMcLennan Community

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Solving Problems of Mathematics Accessibility with Process-driven Math: Methods and Implications

Conference Session: Creating Equity Through Structure and Pedagogy
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Canek Moises Luna Phillips, Rice University; Ann Patrice Gulley, Auburn University at Montgomery; Yvette E. Pearson P.E., Rice University; Logan C. Prickett, Auburn University at Montgomery; Luke A. Smith, Auburn University at Montgomery; Joshua Eyler, Rice University; Steve Noble, University of Louisville; Matthew F. Ragland, Auburn University at Montgomery; Jordan Allen Price, Auburn University at Montgomery; Anila K. Shethia M.B.A., Rice University; Luis Perez Ph.D., National AEM Center; Caroline Dunn, Auburn University at Montgomery
Tagged Topics: ASEE Diversity Committee, Diversity

course content. On his way to completing adegree in Psychology, mathematics presented a serious obstacle. Unless he could succeed in thePre-Calculus Algebra course mandated in his degree plan, he would not be able to complete thedegree. This student reached out to the academic support services unit at the university andpartnered with members of the mathematics tutoring staff to create tools that would allow him tosucceed. The outcome of their efforts was the development of PDM. This fully audio method ofmath instruction and assessment allowed the student, whose motor control deficits precluded hisuse of braille and math braille, to fully control the solution processes for all of the topics heencountered in his college math courses.Although PDM

Relevance Score: 0.008009725

Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?

Conference Session: Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University; Seth Schlisserman; Alexandra Kirshon
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Minorities in Engineering, Women in Engineering

least not until the project was over. Instructors rarely, if ever, learned about problems earlyenough to intervene. Students repeatedly told us that it was not worth going to the instructor todiscuss team problems. Furthermore, there was a general sentiment that problem teammates areinevitable and there is little an instructor is willing, or even able, to do.This sense that slackers and other problem teammates are inevitable was also expressed by manyof the faculty Hunter (2009) interviewed. However, as we already established, many problemswith slacker teammates—and, to a lesser extent, problems with exclusion—could have beenprevented with clearer planning and communication about expectations. Such problems can beeasily resolved by teaching

Relevance Score: 0.007707361

Engineering Faculty Perceptions of Diversity in the Classroom

Conference Session: Action on Diversity - Engineering Workforce & Faculty Training
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Kelly J Cross, University of Illinois, Urbana-Champaign; Stephanie Cutler, Pennsylvania State University, University Park
Tagged Topics: ASEE Diversity Committee, Diversity

. Previously, Dr. Cutler worked as the research specialist with the Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE - W) for Embry-Riddle Aeronautical University. c American Society for Engineering Education, 2017 Engineering Faculty Perceptions of Diversity in the ClassroomAbstractBroadening participation and enhancing diversity remains a challenge in STEM disciplines.Many universities have strategic diversity plans; however, very few include an assessment ofprogram success or utilize faculty as a primary vehicle to achieve the desired outcomes. Previouswork suggests faculty play a key role in promoting diversity in higher education and creating aninclusive environment in the

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Enhancing participation of deaf engineering students in lab discussion

Conference Session: Action on Diversity - Disability Experiences & Empathy
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Raja S Kushalnagar, Gallaudet University; Gary Walter Behm, RIT/NTID Center on Access Technology; Shareef Sayel Ali, NTID's ACE Innovaton Lab; Susie Michaela Harvey, REU-AMI; Karina G. Bercan, Simmons College
Tagged Topics: ASEE Diversity Committee, Diversity

director of Center on Access Technology include the planning, design, implementation and dissem- ination of research projects that are related to the need of accessibility. In addition to his responsibility, he manages RIT projects which is a subcontractor in the FCC Accessible Communication for Everyone (ACE) platform, formerly called Video Access Technology Reference Platform (VATRP). RIT team is engaged in designing UI, developing website, fixing software bugs, working with other software engi- neers, performing software testing and participating in outreach activities. He received his BS from RIT and his MS from Lehigh University. His last assignment with IBM was an Advanced Process Control project manager. He