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

Paper ID #21502The Career Pathways of Non-tenure-track Full-time Engineering FacultyMr. Cliff Fitzmorris, University of Oklahoma Cliff Fitzmorris is a lecturer in the School of Electrical and Computer Engineering at the University of Oklahoma. He was a practicing engineer in the telecom industry for fifteen years before joining the Uni- versity of Oklahoma as an adjunct instructor, later transitioning to a full-time non-tenure-track teaching role.Dr. Deborah A. Trytten, University of Oklahoma Dr. Deborah A. Trytten is a President’s Associates Presidential Professor and Associate Professor of Computer Science and

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

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ASEE Diversity Committee, Diversity

with 6 of 8 NH engineeringgraduate students are presented, including a sense of belonging to their chosen major, pastperformance in academics, and family support, important factors for degree completion inunderrepresented groups such as Hawaiians, Filipinos, African-American and Blacks Hispanics,and women in science, technology, engineering, and mathematics (STEM) fields.Third, a short description of a six-workshop series called A‘o in Engineering and research andteaching opportunities designed to support interested senior and graduate engineering students(N=20) will follow.The authors end with a proposed education model to increase NH career interest in theengineering professoriate.IntroductionNative Hawaiians (NH) are significantly

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

significant predictor of job satisfaction and well-being (Mor Barak &Levin, 2002).One of the most significant issues facing Black engineers is a cultural mismatch between theirown identity and the White male-dominated workplace culture (Dotson, 2008; Gibbs, 2008;Ross, 2016; Ross & Godwin, 2016;Hofacker, 2014). To combat that mismatch, some Blackengineers turn to personal agency to maintain their personal identity in the workplace (Ross,2016; Ross & Godwin, 2016).While the various studies cited above provide some information to understand the experiences ofBlack engineers in the workplace, considerably more work is needed to fully understandworkplace culture and how it impacts the career pathways of Black engineers. Most of thestudies

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

students to face accessibility andsocialization issues.As a result, DHH students often face significant barriers in pursuing their educational goals,especially if they wish to pursue engineering careers. Transition communities can aid studentswho are deaf or hard of hearing adjust to new multimodal environments and enhance their abilityto access classroom information.There were about 138,000 deaf and hard of hearing students in college nationwide in 2010(Walter, 2010). State and federal efforts in support of Section 504 of the Rehabilitation Act of1973 and the Americans with Disabilities Act of 1990 have enabled deaf students to attend theschools of their choice and obtain support. As a result, over the 38 years between 1972 and 2010,the

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

Adrienne Minerick is the Associate Dean for Research & Innovation in the College of Engineering and Assistant to the Provost for Faculty Development at Michigan Tech. She received her M.S. and Ph.D. from the University of Notre Dame and B.S. from Michigan Tech. Adrienne’s research interests include elec- trokinetics, predominantly dielectrophoretic characterizations of cells, and the development of biomedical microdevices. She earned a NSF CAREER award and was nominated for Michigan Professor of the Year in 2014. Research within her Medical micro-Device Engineering Research Laboratory (M.D. – ERL) also inspires the development of Desktop Experiment Modules (DEMos) for use in chemical engineer- ing classrooms or as

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

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ASEE Diversity Committee, Diversity

skills, and leadership talents) and (D) apply them to their future aspirations, suchas graduate school, careers, civic responsibility, et cetera. Our curricular and co-curricularexperiences intersect in what are known as high-impact practices, eight of which are at the centerof our UTEP Quality Enhancement Plan (QEP): 1. First-Year Experience; 2. Student Employment& Leadership; 3. Undergraduate Research & Creative Activity; 4. Learning Communities; 5.Internship & Practicum; 6. Study Abroad/Study Away; 7. Community Engagement & ServiceLearning, and 8. Capstone Experiences.We have chosen for practical purposes to focus on supporting our students with disabilities toengage in the second and third of these practices. Further, in this

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

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ASEE Diversity Committee, Diversity

Professional - Design projects & internships help - Mixed perceptions (positive, College Level & Identity students see themselves as engineers negative, neutral) of how being a Departmental - Biomedical & Chemical engineers woman and/or student of color have more difficult time with impacts engineering identity professional identity formation Program - Need for improved articulation with - Women and underrepresented College Level & Supports career services, particularly for newer minority groups stress the Departmental majors (bioengineering) importance

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

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ASEE Diversity Committee, Diversity

biology classrooms. Throughout her scientific career, Gloriana has been an advocate for underrepresented and underprivileged populations, and is an active member of SACNAS.Dr. Carol B. Muller, Stanford University Carol B. Muller is the Executive Director of WISE Ventures, an internal initiative at Stanford, designed to communicate, build networks, and help seed new and needed ventures across the Stanford campus to c American Society for Engineering Education, 2018 Paper ID #23735advance gender equity in science and engineering. She also directs Stanford’s Faculty Women’s Forum.A longtime university

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

education; learning in the workplace; curricular and pedagogical development; and the preparation of professionals for social justice goals.Naeun Cheon, University of WashingtonMs. Elba Camila Moise, University of WashingtonDr. Susan Bobbitt Nolen, University of Washington Professor of Learning Sciences & Human Development c American Society for Engineering Education, 2018 Investigating Student Perceptions of an Engineering Department’s Climate: The Role of Peer RelationsDiversity in engineering remains low despite decades of rhetoric and efforts to broadenparticipation and retention. Social and cultural groups historically underrepresented in STEMeducation and careers

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

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ASEE Diversity Committee, Diversity

. Holly M. Matusovich, Virginia Tech Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.Cynthia Hampton

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

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ASEE Diversity Committee, Diversity

Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity devel- opment. She is the recipient of a 2014 American Society for

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

College of Engineering and Assistant to the Provost for Faculty Development at Michigan Tech. She received her M.S. and Ph.D. from the University of Notre Dame and B.S. from Michigan Tech. Adrienne’s research interests include elec- trokinetics, predominantly dielectrophoretic characterizations of cells, and the development of biomedical microdevices. She earned a NSF CAREER award and was nominated for Michigan Professor of the Year in 2014. Research within her Medical micro-Device Engineering Research Laboratory (M.D. – ERL) also inspires the development of Desktop Experiment Modules (DEMos) for use in chemical engineer- ing classrooms or as outreach activities in area schools (see www.mderl.org). Adrienne is past

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

independence and their pursuit of higher education.Enjoyment of maths and of practical, hands-on learning encouraged participants toconsider engineering. Selecting an appropriate sub-field of engineering was an importantconcern—during secondary school and even earlier. They perceived engineering was agood career for women and that engineering jobs in their country would be plentiful.Having good job opportunities was crucial to their decision-making. Participants saw theirgovernments encouraging high school graduates to pursue engineering. With regard tofuture employment, they anticipated working in teams with men as well as women, andwith people from many parts of the world. They envisioned their work would be conductedin English and that they would

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

microaggressions. While the term “microagression” is somewhat a misnomer in thatthe consequences of these aggressions are far from small in terms of detriment to career andwell-being, they are made to seem small in the sense that their affects are often invalidated bythose who do not recognize their harmful nature [19]. However, the language of Canon 8explicitly states that these types of experiences must be dealt with as a matter of civil engineeringpractice, and as a result, it creates a space for issues that otherwise would not have beenaddressed.ASCE ReactionFollowing the passage of Canon 8, people gave feedback in on different channels ofcommunication. On an ASCE page announcing the passage, comments ranged from supportiveto critical. One supportive

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

conventionally feminine appearances are perceived as lesslikely to be competent or suited for STEM careers due to the male gendering of STEM [23].This, in some respects, imposes a perception of gender non-conformity for many women whootherwise would not identify as gender non-conforming within engineering. In the face of thesegender dynamics there are professional organizations, student clubs, summer camps, andwomen-specific spaces which are avenues for forming support structures and mentorship forwomen in engineering. As mentioned prior, this has been critiqued as further entrenching thenotion that we live within a binary gender system in which women have an inherent ‘lack’ whichneeds to be assisted [6]. The experiences and statistics of women in

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