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

nomination in 2015. Six finalists were invited to present. Topics included two paperson engineering design, one with a focus on ethical and contextual decisions later in thecurriculum [9] and the second focused on problem framing and design considerations in the firstyear of the curriculum as a tool for underrepresented students to better identify their assets withengineering [10]. This paper, which reported on Mapping Assets of Diverse Groups for ChemicalEngineering Design Problem Framing Ability, by Svihla et. al. [10] was selected as the best 2016Diversity paper. One of the finalists, Mikel, et al. was from the Pacific Southwest Section ofASEE [11]; this paper focused on nontraditional adult students and factors that impacted theiracceptance in

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

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

fellow in the Mechanical Engineering De- partment at MIT after receiving her Ph.D. in Mechanical Engineering and Human-Computer Interaction from Iowa State University. Dr. Faas graduated from Bucknell University with her M.S. in Mechanical Engineering and joint B.S./B.A. in Mechanical Engineering and International Relations. Dr. Faas is cur- rently a research affiliate in the Department of Mechanical Engineering at MIT. Her research focuses on developing low cost immersive Virtual Reality applications for products and systems, early stage design process and methodology and engineering education. Research interests: virtual reality (VR) applications in mechanical design, design methodology and engi- neering

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

, and socially just. She runs the Feminist Research in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and alumni are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She has received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She was co-PI of Purdue’s ADVANCE program from 2008-2014, focusing on the underrepresentation of women in STEM faculty positions. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of

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

practice of design and the resulting impact of engineering designs on society.The CoursesCourse InstructorsAs discussed earlier, the endeavor of teaching engineering as a sociotechnical discipline whileintegrating issues such as race, justice, and -isms can be a daunting task for instructors, and weare no exceptions. As the background and positionality of the instructor is critical tounderstanding the risks and rewards associated with these courses, this section briefly describeseach of the instructors who have taught or are currently teaching the course.J. A. Mejia self-identifies as Mexican American and his research investigates the funds ofknowledge of Latinx adolescents. He grew up in a binational setting where the majority of thepopulation

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

from Virginia Tech, and his B.S. in industrial engineering from Clemson University.Mr. Benjamin David Lutz, Oregon State University Ben Lutz is a Postdoctoral Scholar in Engineering Education at Oregon State University. His research in- terests include innovative pedagogies in engineering design, conceptual change and development, school- to-work transitions for new engineers, and efforts for inclusion and diversity within engineering. His current work explores how students describe their own learning in engineering design and how that learn- ing supports transfer of learning from school into professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Dr

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

we could assiststudents with disabilities a priori by providing additional services, to now recognizing that wecan best support their success by listening and growing our understanding of how they use theirconsiderable assets to build their success. Through this recognition, we are able to retool our effortsto be individual student-focused. This new paradigm is an outgrowth of our internal research,which demonstrates that those practices based on our students’ assets best support their exceptionalachievement [1]. Through the intersection of curricular and co-curricular experiences that can besynthesized, transferred to new situations, and articulated for the student’s benefit, we developeda Quality Enhancement Plan (QEP). This was part of

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

-track searches. Most of the participants would be at aserious disadvantage when competing against post-doctoral students who had performed research inuniversity labs. Most practicing engineers do not write research papers as part of their work, they developproducts and processes and any research they do is often proprietary and therefore not published.If the composition and criteria of the search committee are not carefully designed, the department will missthe remarkable diversity available and could instead recruit candidates that would be better suited for atenure-track career. This diversity will certainly be missed if the department uses non-tenure-trackappointments as a “holding pattern” while the institution waits for a tenure-track

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

profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education.Dr. Tia Navelene Barnes, University of Delaware Dr. Tia Barnes is an assistant professor at the University of Delaware in the Department of Human Development and Family Sciences and the Center for Research in Education and Social Policy. She is a mixed-methods researcher with a focus on the use of culturally responsive practices in creating positive classroom and school climates across grade levels. She has published work in several journals authored a number of research articles in journals including Aggression and Violent Behavior, Journal of School Violence, Journal of Classroom Interactions

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

engineering identity as a sense of belonging, found thatgender and other social variables affect students’ power and status, which in turn affects theiridentification with engineering. Meyers and colleagues [25] found that students’ self-identification as engineers was linked to a sense of belonging to the engineering college, as wellas organizational recognition. In a survey study conducted in the Netherlands, Meeuwisse andcolleagues [26] found that quality faculty and peer interactions positively impacted students’sense of belonging.Previous research highlights the importance of both a sense of belonging and self-identificationas engineers for persistence in the major [22], [24]-[25], [27]-[31]. For example, Marra andcolleagues’ [29] investigation