Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Cheryl Allendoerfer, University of Washington; Ronald R Ulseth, Itasca Community College; Rebecca A Bates, Minnesota State University, Mankato

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ASEE Diversity Committee

Snyder’smodel of administrative support for communities of practice and ways in which membership incommunities of practice add value to organizations through the following elements [8]: drivestrategy, start new lines of operations, improve problem solving, transfer best practices, developprofessional skills, and help recruit and retain talent. As we adapt each element to academiccredentialing in this work, we are building on, and including quotations from, on-goinginterview-based research on credentialing innovative, transformative curriculum as describedelsewhere [see 6, 9]. This will result in a process to reflect on, manage, and implementsuccessful transformation in engineering education.  Drive strategy: As we better understand the needs and

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

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ASEE Diversity Committee, Diversity

another as well as relate to how their discipline is practiced [2]. Students who are not able todevelop an alignment in a given discipline in higher education may change majors or drop out toseek a sense of belonging elsewhere.Diversity is one of the greatest challenges to the engineering profession today. Manyengineering schools struggle to attract and retain a student population that reflects the diversityof the general population. One of the key reasons cited for students leaving STEM is theperception of a chilly climate, especially by those who are members of underrepresented groups[3]. Furthermore, there is compelling evidence that diversity among students and faculty iscrucially important to the intellectual and social development of both

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

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ASEE Diversity Committee, Diversity

Engineering program hasmaintained a female enrollment of 25-40% women over the duration of the program. TheMetallurgical Engineering program increased their female graduation rate from 17.5% to 25%during the five years of the C&A program.While the statistics show a substantial bias towards female enrollment in Industrial Engineering,it is also recognized that Industrial Engineering is often viewed more gender friendly than mostengineering majors. Nationally, 17% of engineers are women while women comprise 29.7% ofIndustrial Engineering majors. The relatively large number of Mechanical Engineering majorssupported through the C&A program reflects the large size of the students in that major. At theconclusion of the C&A program, overall

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Henriette D Burns, Washington State University, Vancouver; Kristin Lesseig, Washington State University Vancouver

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ASEE Diversity Committee, Diversity

E illustrates actual statements byCaroline and John Cena. Caroline was already speaking in the first-person “I” before the lessonand John evolved from the pronoun “you” to a first-person pronoun “we” by the end of thelesson. Evolving pronoun usage may reflect evolving interests.54 Exhaustive analysis of theaudio/video data of all lessons must be completed to confirm any overall trends of interestevolution.Appendix F illustrates examples of behavior by Caroline and John Cena. Carolina, was lookingat the lesson worksheet by herself at the beginning of lesson. Others joined her and shecompleted the stethoscope design. She ended the lesson by creating a second design (a headset)with her materials that she asked to take home. Caroline’s behavior

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Autumn Turpin, Stanford University; Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

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ASEE Diversity Committee, Diversity

organizing preparation for the next general review. Previously, he has worked in promoting reflection in courses within Stanford University.Dr. Helen L. Chen, Stanford University Helen L. Chen is a research scientist in the Designing Education Lab in the Department of Mechanical Engineering and the Director of ePortfolio Initiatives in the Office of the Registrar at Stanford University. She is also a member of the research team in the National Center for Engineering Pathways to Innovation (Epicenter). Chen earned her undergraduate degree from UCLA and her Ph.D. in Communication with a minor in Psychology from Stanford University in 1998. Her current research interests include: 1) engineering and entrepreneurship education

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Erick C Jones, University of Texas, Arlington; Alan A. Arnold, AAAS Science and Technology Fellow at the National Science Foundation

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ASEE Diversity Committee, Diversity

, hiring committees and faculty mentors follow this implicit model of astraightforward academic pathway to the detriment of a diverse professoriate. We address thisby presenting an alternate model that better reflects alternate pathways that currently exist andcould be better encouraged and supported through infrastructure and social means.A Traditional Model of a Faculty CareerA traditional engineering faculty career moves from high school, to a bachelors degree, to a PhDprogram and then into a tenure track position, followed by promotions to associate and fullprofessor and then eventually a happy retirement, perhaps with an emeritus position to maintainan active mind until death. This is shown in Figure 2. In attempting to follow the

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

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ASEE Diversity Committee, Diversity

, RBIS’s provide a useful example for the research team to reflect on how toimplement diversity and inclusion concepts into engineering education. The results of theBorrego et al. study suggest that knowledge of RBIS alone does not ensure effectiveimplementation14. The details and nuances regarding the context were a barrier to facultysuccessfully implementing a new pedagogy and achieving the anticipated student outcomes. Thissuggest that our research should gather data not only about faculty knowledge of diversity andinclusion concepts, but also explicate the details of translation and the role of context. Also,according Maruyuma and Morena15 faculty may feel prepared and comfortable to addressdiversity issue in the classroom but that does not

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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ASEE Diversity Committee, Diversity

identify systematicallyparticular aspects of latent diversity that are most important to understanding student success andchallenges in engineering through a national survey of first-year engineering students andlongitudinal qualitative data collection.AcknowledgmentThis work was funded by a National Science Foundation EEC CAREER grant (No. 1554057).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation.References1. Chubin DE, Babco EL. Diversifying the engineering workforce. J Eng Educ. 2005;94(1):73-86.2. National Science Board. The Science and Engineering Workforce: Realizing America’s Potential. (National

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Mary Lou Dorf, University of Michigan; Valeria Bertacco, University of Michigan

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ASEE Diversity Committee, Diversity

Harvard’s Gender-Science IAT and were required to submit a form reflecting on taking the IAT (students did not submit the results from taking the IAT) 3. Implicit bias presentation: a lecture was given to all classes revisiting implicit bias, discussing why students took the IAT, showing interviews with women from industry, and suggesting possible ways to address implicit bias; students shared their own stories during lecture and via online formAlong with these implicit bias activities, we wanted to know how our students’ perceptions ofstereotyped traits, learning environment, and perceived abilities changed over the course of thesemester. Student cohorts can change drastically even from semester-to-semester, so it

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

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ASEE Diversity Committee, Diversity

larger variety of sources. The most typical data collection tool usedwas interviews in multiple forms—including semi-structured, one on one, and focus groups.Similarly, open-ended surveys were also used as a form of collecting qualitative participantresponses. Some unique forms of data sources were online blogs (Jafer, 2015), online forumposts and emails (Blaser, Steele, & Burgstahler, 2015), student artifacts (Gray et al., 2016), panelproceedings (Genalo et al., 2015), and reflective journals (Brewer et al., 2015). Through theseexamples, we see that in order to contribute to these divisions and the conversation on diversitywe can look beyond the conventional methods of obtaining information and incorporate noveldata sources. 4.7

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

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ASEE Diversity Committee, Diversity

ScienceFoundation (2017) reflect college attendance at approximately the same rates for persons withand without disabilities, there are discrepancies in degree attainment between the two groups.Roughly 33% of people without disabilities hold a bachelor’s degree or higher, compared to only14% for their counterparts with disabilities (Erickson et al, 2016). That report further shows theemployment rate for people with disabilities (35.2%) is less than half that of people withoutdisabilities (78.3%) (Erickson et al, 2016). Though the employment gap is smaller amongscientists and engineers (nearly 85% and 65% employment rates for people with and withoutdisabilities, respectively), there are still notable differences between the two groups. Thisindicates that

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

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ASEE Diversity Committee, Diversity

any hand and lowers itto obtain control of the captions until another personraises a hand. The program continues to update thedisplay’s location if the speaker walks around on stage,as shown in Figure 4b.This form of control based on hand raising takesadvantage of social dynamics - when someone motionswith a hand, others know that person would like to speakor to add something to the conversation. It is a methodwhich reflects physical-world experiences. Figure 3: RTTD-MS - z axisLab Presentation ModeDuring a presentation-style setting where the speakers are standing or otherwise moving around on stageand giving a planned presentation, the program detects which speaker is closest to

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Nadia N. Kellam, Arizona State University; Julia M. Williams, Rose-Hulman Institute of Technology

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ASEE Diversity Committee, Diversity

There are multiple ways to contribute productively to a team“How many points do I get for this?” “How does this prepare me for practice?” Table 3: Discussion of traditional and revolutionary structures that support learningTraditional structures that support learning Revolutionary structures that support learningStandard course evaluations Evaluation of teaching that reflects learning and practiceBuying out of teaching Buying into teachingOne size fits all faculty evaluation and rewards Context-based individualized evaluationCounting underrepresented minorities (URMS) Developing ways to create an inclusive

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Su Li, U. C. Hastings, College of the Law; Roberta Rincon, Society of Women Engineers; joan Chalmers Williams, University of California, Hastings College of the Law

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ASEE Diversity Committee, Diversity

.., 2010) and that afemale scientist needed 64 more impact points than an identical male scientist to be seen asequally competent—which translates into three extra papers in Nature or Science or 20 in lessprestigious journals (Wenneras & Wold, 1997).A second mechanism that fuels Prove-It-Again bias is in-group favoritism: in-groups, but notout-groups, tend to get the benefit of the doubt (Brewer, 1999; Brewer & Gardner, 1996;Hewstone, 1990). The Prove-It-Again phenomenon also reflects stereotype expectancy(Hamilton & Rose, 1980), aka confirmation bias (Mahoney, 1977): we see what we expect tosee. Because low-competence stereotypes set expectations low, more evidence will be requiredof out-groups, as compared with in-groups, to persuade

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Golf Coast University

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ASEE Diversity Committee, Diversity

,” Academic Exchange Quarterly, 2007. 3. http://idea.ed.gov/explore 4. The State of Learning Disabilities, 3rd edition, 2013, National Center for Learning Disabilities. 5. “Academic accommodations for students with learning disabilities,” Disabilities, Opportunities, Internetworking, and Technology (DO-IT), University of Washington, 2012. 6. U.S. Department of Education, National Center for Education Statistics, 2016. 7. U.S. Department of Education, National Center for Education Statistics, 2011, Table 4. 8. “For your consideration… suggestions and reflections on teaching and learning,” University of North Carolina Center for Faculty Excellence, Nov. 2009. 9. Lyman, F. T. (1992). Think-Pair

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

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ASEE Diversity Committee, Diversity