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

implementation of structural health monitoring (SHM) tools and techniques used for evaluating the current conditions and predicting the future conditions of large civil infrastructure. Mr. Alexander is also an active member of the American Society of Civil Engineers (ASCE), where he has served as a past branch president, section president, and regional governor. He is currently the chair of the ASCE Committee on Diversity and Inclusion, and concentrates on advancing the value of diversity and inclusion within the civil engineering community. c American Society for Engineering Education, 2018Codifying Diversity as Ethics: The American Society of Civil Engineers Code of EthicsCanon 8IntroductionCivil

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

communicate with people from different backgrounds. 5.98 1.00 Q1_2 articulate opinions on issues related to diversity 5.53 1.20 Q1_3 learn about race/ethnicity in an engineering classroom 5.80 1.36 Q1_4 learn about gender issues in an engineering classroom 5.69 1.39 Q1_5 learn about oppression and discrimination in an engineering classroom 5.63 1.44 Q1_6 learn about ethics in an engineering classroom 6.18 1.05 Q1_7 learn about gender in an engineering classroom 5.68 1.44 Q1_8 learn about sexual orientation in an engineering classroom

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

perspective on how individual professions studytheir engineering education profession as it relates to diversity and inclusiveness. Each year, thenominations resulted in five or six finalists arising from different divisions which included the K-12 and Pre-College Engineering, First Year Programs, Liberal Education/Engineering andSociety, Mechanical Engineering, Entrepreneurship and Engineering Innovation, andMultidisciplinary Engineering Divisions in 2015, the Civil Engineering, Chemical Engineering,Educational Research and Methods, Engineering Ethics, Women in Engineering Division and thePacific Southwest Section in 2016, and the Aerospace Division, Diversity Committee, LiberalEducation/Engineering & Society Division, Mathematics Division, and

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

education into engineeringcurriculum at the undergraduate and graduate levels. Diversity education here includes coursesaddressing the culture and social context of engineering, the disparate outcomes of engineersbelonging to groups traditionally underrepresented in engineering, and inclusive engineeringpractice. Courses such as these would help students contextualize their experiences and those ofothers in a larger body of knowledge about human interaction, challenge implicit biases, andmake a statement about institutional values of inclusion. These courses may align with a largermovement in engineering education to integrate ethics, human-centered design, leadershipdevelopment, and community-based project work—considerations of people, in other

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

had similar ways of thinking. These students highlightedaspects of their own or their peers’ latent diversity that made them different than the describednorms described by Naomi, Ayida, and Casey above. These students focused on personality(mainly introversion and extraversion), people who solved problems differently (top-down orbottom-up approaches), and work ethic as ways in which their peers showed aspects of latentdiversity that made them belong in engineering.The interview process provided an opportunity for students like Nathan (mechanical engineer) toclarify how he felt about diversity of thought in engineering. When asked about diverse ways ofthinking, Nathan focused on the introversion and extraversion dimension of personality

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

conversations about equity anddiversity in the classroom. The engineering curriculum is not neutral, and knowledge is producedwithin a power-driven social and cultural system [3, 4]. ABET student outcomes are not entirelytechnical and include that students must have an understanding of professional and ethicalresponsibility, the broad education necessary to understand engineering impacts in a global andsocietal context, and knowledge of contemporary issues. Nevertheless, discussing the societaland ethical implications of engineering and technology is often a daunting task for bothengineering students and instructors [5].At our university, as part of a National Science Foundation (NSF) Revolutionizing Engineeringand Computer Science Departments (RED

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