Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

Engineering Education, 2018 HOW GRANULAR IS THE PROBLEM? A DISCIPLINE-SPECIFIC FOCUS GROUPSTUDY OF FACTORS AFFECTING UNDERREPRESENTATION IN ENGINEERING UNDERGRADUATE PROGRAMS Tia N. Barnes, PhD1; Amy E. Trauth, PhD1; Xiaoxue Zhang, MS.Ed1; Joshua Enszer, PhD2; Sarah Rooney, PhD1; Rachel Davidson, PhD2; Jenni M. Buckley, PhD2 1 University of Delaware, College of Education and Human Development 2University of Delaware, College of Engineering INTRODUCTION The underrepresentation of women and several racial minority groups (i.e., Black, Latino, Native American) students in engineering undergraduate programs can be attributed to a multitude of factors, including, but not limited to

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech; Walter C. Lee, Virginia Tech; Benjamin David Lutz, Oregon State University; Holly M. Matusovich, Virginia Tech; Cynthia Hampton, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

theseinsights, we offer pragmatic suggestions for refinement of the instrument. In these suggestions,we aim to enlighten future efforts to engage students in the diversification and inclusivity of theengineering field, and prevent future researchers from making similar methodological mistakes. INTRODUCTIONSince the U.S. Congress passed the Science and Technology Equal Opportunities Act in 1980,diversifying the engineering workforce has remained a national priority [1]. This act underscoredthe desire to reach equal representation of genders, races, ethnicities, and economic statuses inthe engineering profession [2], and emphasized the support of groups that are traditionallyunderrepresented in engineering, such as

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Gallaudet University; Gary W Behm, Rochester Institute of Technology (CET)

Tagged Topics

ASEE Diversity Committee, Diversity

expectations ofcollege level classes and specifically introductory mathematics courses. As a result, withoutappropriate support, most DHH students fail to succeed in introductory mathematics courses intheir first year.For this group of underprepared students, a transitional community and transitional engineeringcourse has been shown to significantly improve their academic success. This paper describes 1)how the establishment of a community of peers with an appropriate academic support structureimproves graduation persistence, 2) how a transition engineering program with an appropriatesupport structure improves success in succeeding in engineering and 3) resources available forinstructors who have DHH students in the classroom.IntroductionPhysical

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

for posterity and toencourage engagement within other academic institutions and professional societies. Some of ourexamples and strategies can be scaled and adapted to address institutional or regional challengesor to increase awareness and engagement in other national societies. Outcomes seen throughinitiatives have resulted in increased connections with previously disenfranchised members tothe ASEE community, engagement across divisions, and expanded programming in support ofdiversity, equity, and inclusion practices.1. Importance of Diversity, Equity, and InclusionEngineers have a significant impact on society. Their actions shape future technology,infrastructure, and innovation. Improving workforce diversity has been shown to

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

both industry and collegiate levels.Defined for this paper as individual qualities divergent from historical characteristics (or evenstereotypes) of engineers, diversity, at times, seems to be at odds with the culture of engineeringitself. Lack of diversity in engineering manifests in a decreased retention rate ofunderrepresented minorities and women pursuing engineering degrees and engineering careers, aculture of homogeneity in engineering education and professional practice, and ensuinglimitations to engineering design and product development. A more diverse engineeringenterprise, by contrast, increases inclusivity and can provide a competitive advantage in industry[1].One potential solution to this problem is the integration of diversity

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

, and Mathematics(STEM) Ability Awareness program. This work in progress is part of a STEMGROW program [1]that is informed by a theory-to-practice model [2] and uses a funds of knowledge framework [3].The goal is to bring together students already studying STEM fields and learn more about howthey can serve as an an inspiration not only for future students with disabilities, but for all allstudents at EPCC, UTEP, in STEM-fields and beyond. Our work centers on our students’ self-efficacy development and growth pathways. Therefore, we ground our project in the Model of Co-Curricular Support (MCCS) [4], whereby it is posited that there exist four main areas in whichstudents become integrated and educationally engaged within the university. The MCCS

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

education (n=6). Table 1 provides information aboutall participants. The eight participants whose interviews were analysed for this study areshown in boldface. Table 1: Participants in overall sample (participants in this study designated in bold) Studying International with International Interview in home schooling in host without schooling Total Number location country country in host country Ireland 10 6 8 24 Poland 12 0 0 12 Portugal 10 0 1 11 Total 32

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

proposed solutions, which are a departure from traditional accommodations focused primarily on lectures and exams, and to motivate a call for action to develop more resources for all students.   Introduction The average number of college students reporting a disability has continued to increase, with 11.1% in the most recent data available from the Department of Education [1]. Notably, a more recent report on mental health in higher education found up to 35% of students have met the criteria for at least one mental disorder in the prior 12 months, which suggests that the total number of students with disabilities in our classrooms is higher than the reported figures [2]. This increase in reporting has led to many much-needed discussions regarding

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

PhD in Civil Engineering from Clemson University in South Carolina, and her BS in Engineering from Harvey Mudd College.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Assistant Professor in the Shiley Marcos School of Engineering at University of San Diego. She conducts research on tools and techniques that can be readily applied in real engineer- ing learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is self-directed and motivated by interactions or manip- ulations of artefacts; and 2

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

. As former president of the National Academy ofEngineers, William Wulf, wrote two decades ago, the “profession is diminished andimpoverished by a lack of diversity” [1]. Many problems requiring engineering solutions remainunaddressed because the problems themselves are not clearly understood by the engineeringcommunity. The people who possess that knowledge are from groups that are underrepresented.Until those groups find representation within the engineering profession, opportunities toadvance society with engineering solutions will continue to be lost.In 2015, a research project with great implications for improving the representation of peoplewith disabilities in engineering started [2]. The goal of the project's current phase is to test

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

Student Divisions in2017.IntroductionThe ASEE Diversity Committee (ADC) is one of twelve Advisory Committees to the AmericanSociety of Engineering Education. Established in 2011 with the goal to increase diversity andinclusiveness in the engineering profession, in 2017 it is comprised of 15 members acrossvarious divisions. An excerpt from the ADC's broad Statement on Diversity [1] expresses that“ASEE believes that diversity and inclusiveness enriches and is essential to educationalexperiences and innovations that drive the development of creative solutions in addressing theworld’s challenges.” With the goal of increasing diversity and inclusiveness in the engineeringprofession, the committee organizes several types of diversity-related conference

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

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

Accounting Office (GAO) estimates that in 2015 the percentage of all faculty membersteaching at four-year institutions in the U.S., including part-time, in non-tenure-track appointments was61% [1]. Considering only full-time positions at four-year universities, the percentage of non-tenure-trackappointments was 34%. Data from the 2014 ASEE survey of engineering programs in the United Statesshows that the percentage of non-tenure-track appointments in engineering departments is 8.9%.Non-tenure-track appointments are growing much faster than tenure-track appointments. From 1995 to2011, the number of tenure-track positions increased by 9.6% while the number of non-tenure-track full-time positions increased by 109.2% [1]. The reasons for this increase

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Haverkamp, Oregon State University

Tagged Topics

ASEE Diversity Committee, Diversity

cultural change surrounding gender.Gender in EngineeringEngineering has been described as a hegemonic, masculine culture [1]. Societal and interpersonalgender dynamics, a lack of role models, and lack of community in the field can cause women toalter their gender presentation and sense of self or to leave ‘feminine traits’ at the door in order tofit in [2]. It has also been documented that women in engineering experience a slowerdevelopment of engineering identity and a diminished sense of belonging [3]. LGBTQ+ peoplein STEM have reported similar experiences, including a rate of closeting that is double thenational average for all LGBTQ+ persons, and report higher levels of harassment anddiscrimination than their ‘straight’ peers [4]. While the

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susannah C. Davis, Oregon State University; Naeun Cheon, University of Washington; Elba Camila Moise, University of Washington; Susan Bobbitt Nolen, University of Washington

Tagged Topics

ASEE Diversity Committee, Diversity

, particularly women and people of color, enter engineering at lower ratesand leave at substantially higher rates [1]-[3]. Several studies found that perceptions of anunwelcoming institutional climate can be detrimental to students’ sense of belonging andpersistence [3], [4]-[7]. Researchers have referred to this as the “chilly climate” [8]-[9] or“climate of intimidation” [10] members of these groups encounter in engineering. In the broaderundergraduate population, individual perceptions of the campus climate, including interactionswith peers, have been related to persistence [11]-[14]. More research is needed to understand thefactors that contribute to students’ perceptions of unwelcoming campus and/or disciplinaryclimates, particularly as those

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Francesca Dupuy, University of Florida; Elliot P. Douglas, University of Florida; Paul G. Richardson, Independent Consultant/Engineer

Tagged Topics

ASEE Diversity Committee, Diversity

engineering education: Climate for Asian, Latina and White women. Paper presented at the Frontiers in Education Conference, Rapid City, SD.Charmaz, K. (2006). Constructing grounded theory. Thousand Oaks, CA: Sage Publications.Chubin, D. E., May, G. S., & Babco, E. L. (2005). Diversifying the engineering workforce. Journal of Engineering Education, 94(1), 73-86.Dotson, G. A. (2008). No employee left behind: The lived workplace experiences of inclusion/exclusion of African American engineering professionals within the semiconductor industry. (PhD), Capella University.Doucet, A., & Mauthner, N. S. (2008). What can be known and how? Narrated subjects and the listening guide. Qualitative Research, 8(3

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thanh Truc Thi Nguyen, University of Hawai'i at Mānoa; Oceana Puananilei Francis, University of Hawai'i at Mānoa; Scott F. Miller, University of Hawai'i at Mānoa; Donna Kuehu, University of Hawai'i at Mānoa; Kapena McLean; Joshua Lelemia Irvine, University of Hawai'i at Mānoa; Nicholas R. Izawa

Tagged Topics

ASEE Diversity Committee, Diversity

underrepresented and underemployed in the science,technology, engineering, and mathematics (STEM) workforce by a factor of <3.3. The combinedworking population of NHs, Pacific Islanders, and ‘Other Race’ (grouped by U.S. Census due tosmall sample size) represents 4.6% of the total U.S. workforce but only 1.4% of STEMoccupations [1]. This makes NHs and Pacific Islanders the most underrepresented ethnic groupin the nation in STEM employment (factor of 3.3), more so than Hispanic (2.3), AfricanAmerican (1.7), and American Indian and Alaskan Native (1.5) groups [1]. These statistics are ofconcern, especially in light of the U.S. Department of Commerce 2017 report that employment inSTEM occupations grew much faster than employment in non-STEM occupations

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Joel Alejandro Mejia, University of San Diego; Renata A. Revelo, University of Illinois at Chicago

Tagged Topics

ASEE Diversity Committee, Diversity

(PWIs) and Minority Serving Institutions (MSIs). We note some limitations ofthe color-blind racism theory as we have applied it, offer some practical applications of thetheory to consider, and issue a call to action for both engineering education researchers andengineering instructors.IntroductionThis position paper aims to prompt engineering education researchers and engineeringinstructors to think about how engineering as a profession, and engineering education, have beenstructured as a predominantly White discipline, and how it maintains this demographicimbalance despite decades of calls and work to diversify it. As many researchers and federalreports have noted [1-3], women and men of color and White women participate in much lowerrates in

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

belongs in engineering. The participantsacknowledged the cultural and gender differences among their peers; however, they primarilydescribed how their peers were different based on their skill-set (i.e., technical, creative, andinterpersonal), ways of thinking, and interests. These findings begin to help us understand howstudents define normative attitudes in engineering and the perception of what it means to be anengineer.IntroductionDiversity and inclusion is a complex and dynamic phenomenon that affects how engineers createsolutions and for whom they create those solutions [1]. The global push for diversity andinclusion is a matter of equity and accessibility, as well as ensuring innovation in engineering[1], [2]. Despite the efforts to