Paper ID #35573Practitioners’ Reflections on Developing and Implementing VirtualEducational Programming During COVID-19Mrs. Paula Davis Lampley Esq., University of Cincinnati Paula Davis Lampley, BSEE, JD Paula Davis Lampley is the Women in Engineering Director at the University of Cincinnati College of En- gineering and Applied Science. She received a Degree in Mathematics from Wilberforce University, an Electrical Engineering Degree from University of Dayton, and a Law Degree from University of Cincin- nati College of Law. Paula creates programs to insure female students, faculty and staff feel supported and enjoys
water resources engineering from the University of Texas at Austin (UT-Austin), and her PhD in STEM education from UT-Austin. Before graduate school, she worked for an industrial gas company in a variety of engineering roles. Her research in engineering and STEM education focuses on career pathways within engineering and issues of diversity, equity, and inclusion. ©American Society for Engineering Education, 2024Teaching Equity throughAssets-Based Journaling:Using Community Cultural Wealth to Guide Student Reflections Gabriella Coloyan Fleming, Jessica Deters, Maya Denton 1
Paper ID #35595Auto-ethnographic Reflections : Lessons from Leading a STEM Initiativefor Girls in School While We Ourselves Were in SchoolKayli Heather Battel, Tufts University Kayli Battel is currently a sophomore at Tufts University, majoring in Human Factors Engineering and minoring in Education and Art. One of SiS’s three original founders, she organized, led, marketed, and fundraised the program from 2018-2020, and continues to mentor SiS to this day. As a leader then President of Saguaro’s FRC Robotics team, Kayli led numerous STEM outreach events at local middle and elementary schools, and beyond. The success of
inclusion and diversity initiatives as well as employing innovative, ethical and inclusive mixed-methods research approaches to uncovering insights about the 21st century workforce. American c Society for Engineering Education, 2022 Opportunities from Disruption -how lifelong learning can help create more connected classroomsAbstractThe coronavirus pandemic has led to instructors worldwide seeking ways to engage studentsbetter through virtual platforms. As the world interacts online, more than ever before, thispaper reflects on an educator’s experience with the virtual teaching and learning spaces pre andduring the ongoing
institutional policies on diversity, equity, and inclusion and demonstrate awareness appropriate to providing an equitable and inclusive environment for its students that respects the institution’s mission.”https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2023-2024/ -In order to prepare for theupcoming changes to ABET,a Summit was held at PennState in October of 2022.A total of 71 participantsfrom 20 institutionsattended the meeting. • https://www.engr.psu.edu/equity-inclusion/dei-summit- 22.aspx -The Summit was held across 3 days and consistedof speakers, reflection, and team working time.The Summit also
equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Samantha Ray, Texas A&M University Samantha Ray is a Computer Engineering PhD student at Texas A&M University. Her research focuses on creating intelligent systems for tasks that require human-like levels of understanding. She has previously worked on human activity recognition (HAR) systems for promoting healthy habits and educational tools using sketch recognition and eye tracking.Ms. Donna Jaison, Texas A&M University Donna Jaison is a PhD student under Dr. Karan Watson in the Multidisciplinary Engineering Depart- ment at Texas A&M College Station. She is a
on these choices and to exercise control over the self and the environment” (p.5),may be used to understand and examine how motivation and self-direction are realized. Beingthat the focus of the study is on non-traditional students, the utilization of properties of humanagency as described by Bandura (2006) will help reveal the motivations and interests, goals andoutcomes, action plans and self-regulators, as well as self-reflection and evaluation of these non-traditional students who are pursuing a doctorate while working full-time.Methodology This study seeks to identify factors that impact the agency of individuals pursuing theirgoals in dual roles, as doctoral students and higher education administrators, by analyzing theirlived
the group that contributed to the fostering of asupportive mentoring space. The faculty mentors had extensive experience in qualitativemethodologies and supported emerging scholars in reflective methods.Based on our autoethnographic reflection we identified three structures and four practicesthat contributed to the developed of our supportive mentoring space.Structures that emerged as key to foster a supportive mentoring space ● Weekly research group meetings ● Asynchronous reading group ● Paired progress meetingsPractices that emerged as key to fostering a supportive mentoring space ● Norms for participation were generated, discussed, and named ● Attending to emotional and personal well-being ● Focus
faculty to find appropriate materials, creating barriers both to underrepresented scholars andto those who seek to use their work [9].The glaring gap in guidance for faculty led us to develop the Representation in STEM (RIS) openmini-course. This course was designed to provide faculty with a single page of adaptable contentrelated to representation in a specific discipline or topic area that can be easily used in theirdisciplinary courses. The full course currently contains five modules with the following content: 1. Introduction – details on course development and guidance for using and adapting the course 2. Disciplines – 16 single page lessons for STEM disciplines with readings, videos, websites to explore, and reflection
Overview ▪ Introduction ▪ About Virginia Tech Center for Enhancement of Engineering Diversity ▪ Objectives and Goals of CEED and A Step to the Doctorate Program ▪ Background ▪ Program Descriptions – 2020 & 2021 ▪ Program Participant Feedback & Reflections ▪ GESES Survey Questionnaire ▪ Exit Survey
. Due to time constraints, the module had to betrimmed to only 15 minutes. This haste was reflected in the feedback from students, described inmore detail in the Results and Discussion section below. As a result of this feedback, DEIinstruction was tied to ABET SO 5 as part of the program’s continuous improvement plan. Tyingthis instruction to student outcome assessment does two important things: 1) it makes DEI inengineering a permanent feature in the program so that all students see the content and 2) it willbe assessed and improved upon each year as a part of ongoing improvements to the institution’sengineering program.In 2020, the DEI instructor was again the course instructor, and the module extended over aperiod of three days. The
Investments Investments CECAS graduate students make up between 28-33% of graduate student enrollment at Clemson UniversityThe graphics on this slide show the overall trends in graduate student enrollment inengineering and computing graduate programs (domestic and international studentscombined). These graphics will reflect fluctuations and illustrated that as overallenrollment at the university has increased at a rate of ~2% graudate
faculty and graduate students. 12 [Discuss the center team, their roles at the university and how they contribute to the center]We have spent the last year or so working to translate the collective impactapproach to this particular context.Phase 1 Activities❏ Team Meetings❏ Audit Trails❏ Backbone Activities❏ Reflection Activities❏ Advisory Board Meeting❏ Mini Projects 13 This is a list of the different types of activities we have engaged in to establish the center’s infrastructure and learn from our initial efforts.Example Activities ★ Audit Plan
implement change in boththe media industries and their products. 6 GENDER AND COMPUTER GAMES • Women make up about half of video game players • Significantly underrepresented as protagonists in video games • Portrayal of women in games often reflects: • traditional gender roles • sexual objectification • stereotypical female tropesWhile women play video games on par with men, they are not represented as protagonistsat similar levels.Instead, when women are portrayed in games, they are placed into secondary and/orobjectified roles, and often presented in a stereotypical fashion.Data Sources
where Black students begin toexplore Black history in an in-depth lens, their own positionality as it pertains to the plights ofthe community and are taught how to use their time to serve the Black community through atantamount of student-leadership activities and organizations. I am grateful for my time at myHBCU, I often look at the rich dynamic of HBCU education—what it offers Black students andthe surrounding communities that other institutions cannot. However, as a Black feminist and aBlack woman in technical engineering communities, I also can think about the areas in whichHBCUs can improve in their servingness outside of patriarchal normatives. Though I recognizethese normatives reflect the white supremacy that exists in society, at
was delayed due to the pandemic.If census data is available prior to the presentation, demographic breakdown of USpopulation will be added. 5City Tech boasts a diverse student population reflective of the NYC demographic witha total enrollment of about 15,500. Our location makes us an affordable option forobtaining a valuable education. We are the technology college for CUNY and about40% of our students are enrolled in the School of Technology and Design. We areproud to be a Hispanic Serving Institution, with 34% Hispanic student enrollment.The National Science Foundation ranks colleges awarding associate degrees inscience and engineering by gender and
discrimination manifests inuniversities and include the institution’s own data. We highlight adaptations we made specificto our institution in order to encourage other institutions to be responsive to the contexts thatimpact DEIS work on their campuses. For instance, our initial adaptation of the Advocates andAllies program sought to be more inclusive by including LGBTQIA+ and staff on the Advocatesteam and A&A Advisory Board (A3B). Our adaptations have also reflected an ongoingcommitment to present race and ethnicity data in addition to gender data1. Other adaptationswe discuss concern developing the credibility of the team presenting the workshops andincorporating an ongoing Journal Club to discuss the relevant literature.This paper also shares
Highlights• 1 Credit Course to be taken first Fall semester• Mentoring & Coaching Hours Requirements• Weekly Reflection AssignmentsPWE Impact: RetentionAre PWE students more likely to remain enrolled at Clemson? Are PWE students more likely to remain in STEM? PWE 2017 PWE 2018 Total at Clemson 49 Total at Clemson 34 Total Attended 50 Total Attended 34 PWE Participants 72% PWE Participants 73.5% Retained in CECAS Retained in CECAS PWE Participants 98% PWE Participants 100% Retained at
majority males. The international experience, in combination withother interventions, proved to be a transformational factor for the participants.for Asentamientos Humanos (informal settlements) wasQualitative Evaluation Methodologydesigned with this learning technique. This engineeringIn order to evaluate the outcomes of the program, multiple sources of data were collected. Thesesources included quantitative data on student retention, annual student surveys, focus groups atthe end of the program, and student reflective essays. For this paper, summaries of the focusproject also showed students from Penn State thegroups and reflective essays are discussed. In addition, quantitative data on student retention andother outcomes are provided. The
, and to take action against the oppressiveelements of reality” [12, p. 38]. Expanding on Freire’s idea of conscientização, Mejia et al. [13]explain that one develops critical consciousness when they understand theories of change, takeaction, and engage in reflection that aims to liberate oppressed groups. Therefore, we argue thatit is critical for engineering education to promote critical consciousness and “change aspects ofboth the forces and the relations of knowledge production” [6, p. 22] within engineering. Oneaspect hindering such life-affirming critical consciousness development is the promotion ofneutrality and technicality as cultural norms of the discipline [14]. Engineering educationperpetuates the unsubstantiated claim that
. Research Team Dr. Walter Lee Malini Josiam Artre Turner Crystal Pee Taylor Johnson Dr. Janice Hall Associate Professor PhD Student PhD Student PhD Student PhD Student Postdoc This material is based upon work supported by the National Science Foundation under Grant No. 1943811. "Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation
. Comparatively, Dvash and Shamay-Tsoorydescribed Theory of Mind as a “a more advanced emotional form of mentalizing, rather than whathas been called ‘emotional contagion”’ [35, p. 286].Scholars have also described the importance of cognitive empathy in intercultural communicationand how it can serve for “bridging cultural differences” [31, p. 2]. Among culturally divergentindividuals and groups, it can create a a pluralistic and pro-social mindset [38–40]. Additionally,relational empathy reifies awareness of their own inability to posses first-hand knowledge ofothers’ emotions or thoughts [41]. In turn, “Individuals instead jointly create interdependentunderstanding of experiences and empathy that are reflective of and shaping of their
classroom. Specifically, students were asked torespond with approximately 250 words to the following prompt: Research has shown that identifying personal value in classroom content can significantly improve academic performance (Hulleman et al., 2010). Select a topic covered in class and discuss its relevance to your own life. Be sure to explain why and how the specific information is relevant and or useful to you personally. Literal applications of the content are valid, but you might also use this space to reflect on deeper utilities (e.g., fulfillment, meaningfulness) that are not directly linked to getting a good grade.In line with recommendations from prior research (e.g., Kosovich et al
(MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (University of Chicago, 2018). His humanities scholarship has appeared in the journals Interdisciplinary Studies in Literature and Environment, Environmental Humanities, Re- silience and elsewhere orcid.org/0000-0002-4526-6094). From 2013-2015, Dr. Emmett served as Director of Academic Programs at the Rachel Carson Center for Environment and Society in Munich, Germany. He has taught humanities courses in interdisciplinary programs at the University of Wisconsin-Oshkosh, Wisconsin-Milwaukee, and Ludwig-Maximilians- Universit¨at in
greater inclusivity in gaming, also illuminated the toxic qualities and exclusionaryattitudes prevalent in the video game sphere [13], [18]. The biases in games and the gaming industry are partially a reflection of those creatingvideo games. The International Game Developers Association (IGDA) found that about 71% ofdevelopers are binary (cis) men and 69% of developers are white; in comparison, only 24%identified as binary (cis) women, 3% of respondents identified as non-binary, and 24% identifiedas BIPOC [19]. This lack of diversity fits the overall perception of the video game industry as"overwhelmingly white, male, and straight" [20]. Like the cultures surrounding games, videogame companies are notoriously subject to scandals about
, to this room, today? February2023 CoNECD Conference 5My Results2016- Precipice ofPrivilege2020- I’mneurodivergentToday- I believe inequityFebruary2023 CoNECD 6Step One: Reflect Buildinselfreflectioninto yourdailyleadershippractice. Askyourself, “what”and“how”questions. Go forbetter: The dichotomyofright andwrongare not the onlysolutions, there is also better. Be onthe lookout fornewdata. February2023 CoNECD
. 11We hypothesize a theory of action for an ecological belonging intervention. 12 The intervention conveys the message thattypical adversity is normal and surmountable. Students form/in teams (10 min)(5 min) Independent reflective writing activity Introduction (5 min) Students listen to stories from previous students (10 min)“It can be easy to feel overwhelmed or to sometimes wonder to yourself ‘do I really belong
Director Harris onboardingin May 2022, he has redefined the DELTA as a BRIDGE program with an emphasis onsupporting students throughout their first year (not just two weeks in the summer).The above sample size focuses specifically on the Black/African-American populationwithin the College of Engineering, numbers reflecting first year students entering thecollege (on the left are those that participated in DELTA Bridge, on the right are thosethat did not). 13 Keys to Success
, Franklin W. Olin College of Engineering Linda Vanasupa is professor of materials engineering at Olin College. She also served as a professor at the California Polytechnic State University for 27 years. Her life’s work is focused on creating ways of learning engineering that honors the whole.Khalid Kadir, University of California, Berkeley ©American Society for Engineering Education, 2024 View from the Kaleidoscope: Conceptualizing antiracist priorities forengineering as a collective across vantagesIn this session entitled, “View from the Kaleidoscope: Conceptualizing antiracistpriorities for engineering as a collective across vantages,” we will reflect on theformative meeting of an advisory board of a
State University 3Colorado School of Mines Project VisionOur vision is to developand provide pragmatic, proven, and trusted practices for engineering faculty to foster inclusive classrooms 3 I. Disseminating: II. Developing: Our Project CURRICULUM & PEDAGOGY REFLECTIVE TEACHERS Approach Change Agent Role: Tell/Teach individuals