Conference Session

Critical Conversations on Being Valued

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2021 ASEE Virtual Annual Conference Content Access

Authors

Dustyn Roberts P.E., University of Pennsylvania; Robert W. Carpick, University of Pennsylvania

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Diversity

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Culture & Social Justice in Education, Equity

. 07, 2021).[4] B. R. Sandler, L. Silverberg, and R. Hall, The Chilly Classroom Climate: A Guide To Improve the Education of Women. Washington, D.C.: National Association of Women in Education, 1996.[5] N. Chiles, “Five things American colleges need to do to help black and Latino students,” The Hechinger Report, May 24, 2017. https://hechingerreport.org/five-things-american-colleges- need-help-black-latino-students/ (accessed Mar. 07, 2021).[6] “Open Positions.” https://www.me.upenn.edu/open-positions/ (accessed Mar. 08, 2021).[7] T. Chamorro-Premuzic, T. Chamorro-Premuzic, and T. Chamorro-Premuzic, “Science explains why unconscious bias training won’t reduce workplace racism. Here’s what will,” Fast Company, Jun. 12, 2020

Conference Session

Bridging Content and Context in the Classroom

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

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Paper ID #34587The Disconnect Between Engineering Students’ Desire to Discuss RacialInjustice in the Classroom and Faculty AnxietiesDr. Tracy Anne Hammond, Texas A&M University Dr. Hammond is Director of the Texas A&M University Institute for Engineering Education & Innovation and also the chair of the Engineering Education Faculty. She is also Director of the Sketch Recognition Lab and Professor in the Department of Computer Science & Engineering. She is a member of the Center for Population and Aging, the Center for Remote Health Technologies & Systems as well as the Institute for Data Science

Conference Session

Asset Sourcing for Remaking Engineering Learning

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2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

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persistence.Theoretical FrameworkStrayhorn [6], [7] built on Maslow’s [8] hierarchy of needs to argue why it is needed in collegeexperiences related to student learning outcomes. Pilcher [13] extended Strayhorn’s [6] sense ofbelonging work and applied it to a review of the literature in online learning spaces. Our paperexplores the intersections of Strayhorn’s sense of belonging and related concepts, online learningspaces, and STEM courses, specifically in engineering classes.Seven assumptions guide Strayhorn’s [6] theory of sense of belonging: 1. Sense of belonging is a basic human need. 2. Sense of belonging is a fundamental motive, sufficient to drive human behavior. 3. Sense of belonging takes on heightened importance (a) in certain contexts, (b) at

Conference Session

Special Topics: Conscious Considerations

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2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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that attribute the gap, at least within the contexts of high-tech andSilicon Valley, to gender discrimination [10], [27], [28]. Alternative views have alsobeen expressed. For example, it has been argued that of the three possible explanationsfor the current gender gap, that is, (a) differences in mathematical and spatial ability, (b)sex discrimination, and (c) gender differences in interests, preferences, and lifestylechoices, the third one, particularly as it relates to “fertility choices,” is dominant [56].There is much room for research to reconcile the differing views. An up-to-dateassessment of persistent gender gaps in a number of STEM subareas, referred to asPECS (physics, engineering, and computer science), has been offered by Cimpian

Conference Session

Working Against Unjust Social Forces

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

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coalition isn’t clear about how decisions about reviewing are made for this particular track, they decide one step can be another reveal. This time to the track organizer. (2) Possible Replaces – a) work with the track organizer to coordinate another reject + reveal move or b) withdraw the piece in order to protect the project.We want to offer three analytical notes to clarify how the 4Rs and the margin of maneuverabilitywork as an applied theory of inclusion:First, these moves are highly contextualized based upon the coalition members’ margin ofmaneuverability. The risks in these two moves (the reveal and possible replaces described above)are notable, and the authors’ privilege and positionality allow them to

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity, Persistence, and Success,” BioScience, p. biu076, May 2014, doi: 10.1093/biosci/biu076.[5] A. Pawley and J. Hoegh, “Exploding Pipelines: Mythological Metaphors Structuring Diversity- Oriented Engineering Education Research Agendas,” in 2011 ASEE Annual Conference & Exposition Proceedings, Vancouver, BC, Jun. 2011, p. 22.684.1-22.684.21, doi: 10.18260/1-2-- 17965.[6] B. M. Capobianco, B. F. French, and H. A. Diefes-Dux, “Engineering Identity Development Among Pre-Adolescent Learners,” Journal of Engineering Education; Washington, vol. 101, no. 4, pp. 698–716, Oct. 2012.[7] B. M. Capobianco, J. H. Yu, and B. F. French, “Effects of Engineering Design-Based Science on Elementary School

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University

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’ unique qualities and traits. The finalized interviewprotocol and probing questions are below: Interview Protocol: 1) Can you please describe for me how you came to pursue STEM, and any challenges and successes you may have faced thus far? 2) Can you describe a time in your program or workplace where something happened that made you feel unsafe or uncomfortable? 3) Could you describe a time when a person in power acted as an advocate or an ally to you or somebody in your community? 4) If you could change STEM to be more inclusive to people like you and me, what would you change? Probing Questions: a. You mentioned _________ earlier. Can you tell me more about that? b. You

Conference Session

For Students to Know and Grow

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2021 ASEE Virtual Annual Conference Content Access

Authors

Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University

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Diversity

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Culture & Social Justice in Education, Equity

of Freedom: Ethics, Democracy, and Civic Courage. Lanham, Maryland,USA, 2000.[6] R. J. Watts, M. A. Diemer, and A. M.Voight. “Critical consciousness: Current Status andfuture directions for child and adolescent development,” New Directions for Child andAdolescent Development, vol. 2011, no. 134, pp. 43-57, 2011.[7] J. T. Jost and M. R. Banaji. “The role of stereotyping in system-justification and theproduction of false consciousness,” British Journal of Social Psychology, vol. 33, no.1, pp. 1-27,1994.[8] J. T. Jost, M. R. Banaji, and B. A. Nosek. “A decade of system justification theory:Accumulated evidence of conscious and unconscious bolstering of the status quo,” PoliticalPsychology, vol. 25, no. 6, pp. 881-919, 2004.[9] E. B. Godfrey, C

Conference Session

For Students to Know and Grow

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2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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/resources/unconscious-bias.[3] J. D. Walker, D. Wassenberg, G. Franta and S. Cotner, "What Determines Student Acceptance of Politically Controversial Scientific Conclusions?," Journal of College Science Teaching, vol. 47(2), pp. 46-56, 2017.[4] P. A. Klaczynski, "Learning, Belief Biases, and Metacognition," Journal of cognition and development, vol. 7 (3), pp. 295-300, 01 08 2006.[5] J. Nordell, "Is this how discrimination ends?," The Atlantic, 2017.[6] H. J. Ross, Everyday Bias, Rowman & Littlefield Publishers, 2014.[7] B. Covert, "Institutional Bias Partially Explains the Gender Wage Gap," in Opposing Viewpoints in Context, N. Merino, Ed., Greenhaven Press, 2014.[8] D. M. Easterly and C. S. Ricard, "Conscious Efforts to End

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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. A. Leydens, K. Johnson, S. Claussen, J. Blacklock, B. Moskal, and O. Cordova, "Measuring change over time in sociotechnical thinking: A survey/validation model for sociotechnical habits of mind," in Proceedings of the American Society for Engineering Education, 2018.[5] A. L. Pawley, "Universalized narratives: Patterns in how faculty members define “engineering”," Journal of Engineering Education, vol. 98, no. 4, pp. 309-319, 2009.[6] J. A. Leydens and J. C. Lucena, Engineering justice: Transforming engineering education and practice. Hoboken, NJ: John Wiley & Sons, 2017.[7] B. K. Jesiek, N. T. Buswell, A. Mazzurco, and T. Zephirin, "Toward a typology of the sociotechnical in engineering

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Sleep, University of Kentucky; Yasha Rohwer, Oregon Institute of Technology

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Culture & Social Justice in Education, Equity

shouldbe the most important or the highest priority. While it seems true that the health, safety, andwelfare of the public should be high priorities for engineers, there are certain situations where itmay not be possible to hold both safety and welfare paramount at the same time. As it is worded,the code of ethics provides no guidance as to which should be given final priority in such cases.The concepts of health, safety, and welfare have been central to engineering ethics since 1935when a Society Code of Ethics was first suggested for consideration in the May issue of TheAmerican Engineer [14]. The suggested language, in this document, included health, safety, andwelfare as the second of a series of engineering ethical principles, stating, “B. (1

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

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Diversity

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Culture & Social Justice in Education, Equity

not feel comfortable addressing microaggressions, but Sue andcolleges [28] point out the importance in directly addressing the microaggressions. Somestudents reported being comfortable engaging the aggressors about their behavior, but oftenstudents did not have the tools to do so. This can be addressed in engineering programs byfollowing Sue and colleagues’ steps to dismantle microaggressions through microinterventionsby a)”making the ‘invisible’ visible,” (b) “disarming the microaggression,” and (c) “educatingthe offender.” To provide students who are the targets and the aggressors with the tools torecognize microaggressions, data, such as was collected in the current study, can be collected instudents’ departments. A presentation of data

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

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Culture & Social Justice in Education, Equity

. counselor, therapist) for mental health concerns.Underlying this goal was the need to identify similarities in engineering students’ sources ofstress and their approaches to maintaining their mental health. Our research design was guidedby pragmatism, as we believe that (a) an objective reality exists but can only be encounteredthrough subjective human experience [13], (b) beliefs and habits are socially constructed andsubject to sociopolitical forces [14], (c) understanding the problem (i.e., treatment gap) andidentifying practical solutions is the central priority [15], and (d) the best method (e.g.,qualitative, quantitative) is the one most effective in achieving desired research outcomes [16].Therefore, we used IBM as our guiding theoretical

Conference Session

Bridging Content and Context in the Classroom

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2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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“effective” practice is considered to be one that supports and better preparesstudents, especially those designated as URM, to score higher on these “objective” measures[11]–[14]. Less dialogue has invited instructors and administrators within higher education torethink whether these instruments, the measures themselves, may be imperfect and biased. Whilegrades have a strong place in the logistics and culture of higher education in the United states(see Appendix A and B for information on American grading practices), now is the time toconsider their flaws and limitations, as well as explore new grading practices that may reducetheir inequitable impact on students who are already marginalized in STEM disciplines.In this paper, I argue that the very

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

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. (2018). Educating changemakers: Crossdisciplinary collaboration between a school of engineering and a school of peace. 2018 IEEEFrontiers in Education Conference (FIE), 1–5.[3] Lord, S. M., Mejia, J. A., Hoople, G., Chen, D., Dalrymple, O., Reddy, E., Przestrzelski, B.,& Choi-Fitzpatrick, A. (2018). Creative Curricula for Changemaking Engineers. 2018 WorldEngineering Education Forum-Global Engineering Deans Council (WEEF-GEDC), 1–5.[4] Lord, Susan M., Olson, R., Roberts, C. A., Baillie, C., Dalrymple, O. O., & Perry, L. A.(2020, June 22). Developing Changemaking Engineers – Year Five. https://peer.asee.org/34427[5] Olson, R., Lord, S., Camacho, M., Huang, M., Perry, L., Przestrzelski, B., & Roberts, C.(2019). Developing Changemaking

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

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ourpositionalities may have shaped the form and content of our interviews, both in the topics wechose to focus on and the way the participants responded to us as interviewers. Please refer toour positionality statements at the end of the paper if you would like more information on theperspectives we are operating from as researcher. All students were assigned a pseudonym topreserve anonymity. Details about demographics and social identities of the interviewrespondents are included in Appendix B. Interviews were coded in NVivo using a pre-determined coding scheme organized around Yosso’s CCW framework. After preliminarydeductive analyses were completed, we re-visited the data with an inductive approach thatallowed for exploration of emergent themes regarding

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Culture & Social Justice in Education, Equity

engineering design,” ASEE Annu. Conf. Expo. Conf. Proc., 2013.[3] C. Garibay and R. M. Teasdale, “Equity and Evaluation in Informal STEM Education,” New Dir. Eval., vol. 2019, no. 161, pp. 87–106, 2019.[4] B. Williams, J. Figueiredo, and J. Trevelyan, Engineering Practice in a Global Context. 2013.[5] R. E. Dunlap and K. D. Van Liere, “The ‘new environmental paradigm,’” J. Environ. Educ., vol. 9, no. 4, pp. 10–19, 1978.[6] A. Byars-Winston, “Toward a framework for multicultural STEM-focused career interventions,” Career Dev. Q., vol. 62, no. 4, pp. 340–357, 2014.[7] C. Kivunja and A. B. Kuyini, “Understanding and Applying Research Paradigms in Educational Contexts,” Int. J. High. Educ., vol. 6, no. 5, p

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

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Culture & Social Justice in Education, Equity

males’ experiences on multiracialstudent teams in engineering. Journal of Women and Minorities in Science and Engineering,26(4).[12] Cohen, G. L., & Garcia, J. (2008). Identity, belonging, and achievement: A model,interventions, implications. Current directions in psychological science, 17(6), 365-369. 8[13] Wright, M. C., Finelli, C. J., Meizlish, D., & Bergom, I. (2011). Facilitating the scholarshipof teaching and learning at a research university. Change: The Magazine of Higher Learning,43(2), 50-56.[14] Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum.[15] hooks, b. (2014). Teaching to transgress. Routledge

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Journal of ProjectManagement, vol. 34, no. 1, pp. 82-93, 2016.[9] J. R. Katzenbach and D. K. Smith, “The discipline of teams,” Harvard Business Review, vol.83, no. 7, pp. 162-171, 1993.[10] A. Olmstead, A. Beach, and C. Henderson, “Supporting improvements to undergraduateSTEM instruction: An emerging model for understanding instructional change teams,”International Journal of STEM Education, vol. 6, no. 1, p. 1-15, 2019.[11] A. Melucci, “The process of collective identity,” Social Movements and Culture, vol. 4, pp.41-63, 1995.[12] I. Vanaelst, B. Clarysse, M. Wright, A. Lockett, N. Moray, and R. S'Jegers,“Entrepreneurial team development in academic spinouts: An examination of teamheterogeneity,” Entrepreneurship Theory and Practice, vol. 30, no

Conference Session

Special Topics: Conscious Considerations

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2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Illinois.Wright College’s student success rates measured by completion have been strong and improvingrelative to other national urban community colleges, but are below state and national averages.In 2015 the college piloted a selective guaranteed admission program, Engineering Pathways (EP),to one of the nation’s top engineering schools (The Grainger College of Engineering at theUniversity of Illinois Urbana Champaign, UIUC). Initial results for the small first-year cohort werevery positive: 89% transfer rate and all students who transferred to UIUC graduated. Theprogram’s initial success rested on a) cohort model with a small number of students and strongcontrols; b) co-branding that attracted local students interested in pursuing engineering at UIUCwho

Conference Session

Changing How We Pursue Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

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Paper ID #33603Liberatory Potential of Labor Organizing in Engineering EducationJoseph Valle, University of Michigan, Ann Arbor Joseph ’Joey’ Valle is a Ph.D candidate in Materials Science and Engineering at the University of Michi- gan - Ann Arbor. His thesis includes both technical and engineering education research components. His engineering education research focuses on understanding and seeking ways to undo oppression based harm in engineering. He holds a B.S.E in materials science and engineering from MIT and a M.S.E in materials science and engineering from the University of Michigan - Ann Arbor, with a focus on

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute

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Diversity

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Culture & Social Justice in Education, Equity

humanitarian engineering topics in research. Currently, she is investigating the connections between humanitarian engineering projects, professional formation, and views of diversity and inclusion.Courtney Deckard, Lipscomb UniversityHannah Duke, Lipscomb University Hannah Duke is an undergraduate student in the Raymond B. Jones College of Engineering at Lipscomb University. Hannah is studying mechanical engineering and plans to continue on to graduate school, following the completion of her undergraduate degree, to get a master’s degree in Architectural Design. She is currently researching the effects of humanitarian engineering projects on views of diversity and inclusion and professional development.Makenzie CohnNatalie

Conference Session

Critical Conversations on Being Valued

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2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Paper ID #33187An Analysis of Gendered Outreach Messages on the Engineer Girl Website:How Female Engineers Promote Engineering to Young WomenDr. Emily Gwen Blosser, University of Louisiana at Lafayette Dr. Emily Blosser is an Assistant Professor of Sociology at the University of Louisiana at Lafayette. She has a Bachelor of Arts in German from the University of Texas and a Master of Public Affairs from the LBJ School of Public Affairs and a Master of Arts in Russian, East European, and Eurasian Studies from the University of Texas at Austin. She holds a Ph.D. in Sociology from Louisiana State University. She is interested

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

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/campuspride2010lgbtreportssummary.pdf.[17] M. Carroll et al., “Gender differences in students’ team expectations and experiences in introductory team-based courses,” presented at the ASEE’s Virtual Conference, Virtual On line, 2020.[18] R. Fowler, L. K. Alford, J. A. Coller, S. Sheffield, and M. P. Su, “Student perceptions of teamwork support,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[19] G. Guis, A. Osman, M. R. Nevrly, and B. D. Lutz, “Exploring the influence of team gender composition during conceptual brainstorming,” presented at the 2020 ASEE PSW Section Conference, Davis, CA, 2020.[20] H. Hartman and M. Hartman, “Is teamwork a female-friendly pedagogy?,” in Gender in engineering - Problems and

Conference Session

Working Against Unjust Social Forces

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2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

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goals in creating this cogen were very similar to those of a typical cogenpractice, however. Namely, our goals were to (a) embody anti-racist, feminist pedagogy in anengineering course (b) democratize class control and increase student agency over their learning(c) center the experiences of students who experience racial injustice, (d) empower students to leadclassroom conversations and direct course development. Additionally, it was important for us to(e) call attention to an important 21st-century social justice issue, (f) enable students to “plug in”to ongoing environmental movements at the university and nearby local communities, and (g)engage students in intimate, personal discussions during the era of online instruction, modeling an

Conference Session

Working Against Unjust Social Forces

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

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again in academic year 21/22.Additionally, we plan to assess the impact of the modules on students’ attitudes and likelihood tocontinue social justice work in their engineering careers through the Social Justice Attitude [4]survey, coupled with focus groups and individual interviews.References[1] D. Riley, Engineering Thermodynamics and 21st Century Energy Problems: A TextbookCompanion for Student Engagement, Morgan & Claypool, 2012.[2] D. Riley, Engineering and Social Justice, Morgan & Claypool, 2008.[3] Leydens and J. Lucena, "Engineering Justice: Transforming Engineering Education andPractice, IEEE Press, 2018.[4] S. Torres-Harding, B. Siers, and B. Olson, “Development and Psychometric Evaluation of theSocial Justice Scale (SJS

Conference Session

Working Against Unjust Social Forces

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2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

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Research Society.Costanza-Chock, S. (2020). Design justice: Community-led practices to build the worlds we need. The MIT Press.creative/design/papers/32AtmanDTRS6.pdfCrewe, E. (1997). The silent traditions of developing cooks. Discourses of Development. Anthropological Perspectives. Oxford and New York: Berg.D'Ignazio, C., & Klein, L. F. (2020). Data Feminism. MIT Press.Daitch., P. B. (1970). Engineering and Social Values, Engineering Education. 61(2) 125–26.Dorst, K. (2004). On the problem of design problems-problem solving and design expertise. Journal of design research, 4(2), 185-196.Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of

Conference Session

Bridging Content and Context in the Classroom

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2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

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Culture & Social Justice in Education, Equity

the project teams was 3.94 in year one and 3.84 in year two.To better understand how the student perceptions of team comfort and creativity changedbetween the two years, the Pearson’s product moment correlation coefficient was calculated.The calculation was based on a correlation matrix for the question about creativity. Thecorrelation coefficient represents how closely correlated one variable is to another on a scalefrom 1 to -1. The results are shown in Figure 3. The creativity was more strongly correlatedwith the team and comfort level in the 2017 experiment, after the instructor led discussion. (a) First implementation (2016) of third- (b) Second implementation (2017) of year intervention

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

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Paper ID #32371Engineering Students’ Experiences of Socially-mediated Exclusion andInclusion: Role of Actors and DiscoursesMs. Minha R. Ha, York University Minha is a PhD Candidate in Mechanical Engineering, whose qualitative research focuses on the socio- technical knowledge integration in engineering design practice. As an interdisciplinary researcher with formal training in Molecular Biology and Education Research, she integrates grounded theory and Critical Discourse Analysis methods in order to study the transdisciplinary aspects of responsible design. Inquiry learning and knowledge co-creation are at the heart of

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas

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Intervention that Increases Underserved College Students' Success," AAC&U Peer Review, vol. Winter/Spring 2016, pp. 31-36, 2016.[11] V. Sathy and K. A. Hogan, "Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive," The Chronicle of Higher Education, 2019.[12] S. Freeman et al., "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014.[13] C. Hoessler, "Identifying and Leveraging Forces that Hinder and Support Change in Teaching and Learning," in International Society for the Scholarship of Teaching and Learning, Atlanta, GA, Oct 9-12, 2019 2019.[14] B. L