Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

%, respectively (ASEE,2019). The U.S. Bureau of Labor Statistics (2019) projected higher job growth for computationalroles (12%) compared to mechanical, electrical, and computer hardware engineering (4-6%).Reflecting this demand, computer science and computer engineering faculty emerged with thehighest salaries in academia, surpassing their engineering counterparts (ASEE, 2022).These disciplinary distinctions permeate beyond academic and professional spheres, influencingsocialization, enrollment, and persistence, and carrying significant implications forunderrepresented groups. Hocker and colleagues (2019) pinpoint challenges in academiacontributing to a noteworthy doctoral dropout rate in engineering, particularly impacting womenand URMs. The prevalence

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

graduatestudents during this time period. The pronounced rise in publications during these years, with overhalf of the total articles between 2020 - 2023, suggests that the pandemic may have intensified thefocus on graduate student mental health, reflecting an obvious and heightened scholarly responseto a critical aspect of student life exacerbated by the global crisis.Figure 1: Temporal trends showing the number of publications before, during, and after the COVID-19global pandemic.Mental health-related terminologies. In our examination of the 616 identified peer-reviewedarticles, we cataloged the terminologies employed to discuss mental health. We conducted adetailed review of the abstracts from each paper and counted every mention of a mental health

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

foster a sense of belonging withintheir chosen disciplines and the wider academic community [1-3]. Empirical studies byHanauer [4], Kaufman et al. [5], and Whitcomb et al. [6] have established that strong self-efficacy and a profound sense of belonging significantly enhance students' persistence in theirchosen career trajectories. This relationship is especially evident in Science, Technology,Engineering, and Mathematics (STEM), where a heightened sense of belonging and elevatedself-efficacy are linked to superior academic achievements [7-8].Educators play a pivotal role in this dynamic, employing student-centered pedagogicalapproaches that include group work, reflective exercises, peer discussions, and constructivefeedback. These methods, as

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

development of more inclusive and culturallyrelevant practices tailored to meet the unique needs of Latinx students. We anticipate that ourfindings will offer valuable insights for engineering and computing programs at HSIs, benefitingfaculty, administrators, and professionals dedicated to serving Latinx and other BIPOC students. AcknowledgementsThis project received support from the United States National Science Foundation under theImproving Undergraduate STEM Education: Hispanic Serving Institutions (HSI) program,Award #2122917. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

. Here, faculty were able to analyze the data and beginidentifying where change would be most needed, impactful, and practical.Faculty had the chance to meet internally with a trained learning community facilitator toanalyze and reflect on their own program’s data. After faculty were able to analyze their ownstudent performance and curricular complexity data, faculty had the opportunity to meet indiscipline-specific groups. For example, all participating mechanical engineering faculty at eachuniversity met to share their data and how they made sense of the data.The faculty will continue meeting internally and in discipline specific learning communities overthe course of a year. During this process faculty will be able to ask more clarifying

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

interactive effects of identity on theengineering workforce that are reflective of the environments and conditions of our field. Extensions of this work in progress will explore multiple regression methods to identifysignificant identity-based interactions related to engineering career success such as salary,employment, and degree attainment. We will also investigate the impacts across different disabilitytype categories provided by the National Survey of College Graduates. A particular emphasis inour forthcoming work will be on centering the experiences of women of color with disabilities asa comparative benchmark. This intentional focus aims to disrupt prevailing notions rooted inWhite, male, able-bodied centrism that have traditionally

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

-normed historical social practices that preserves the system of white supremacy”[33, p. 25]. Batty and Leyva, in their article “A Framework for Understanding Whiteness inMathematics Education'' explain that focusing on colorblindness changes the much-needed deepreflexive conversation on the way that “colorblind” systems and institutions hurt POC, to“supposedly non-racial arguments or proxies of student failure, uncaring parents, and devaluingof education, which leaves Whiteness invisible and allows those who assert it to defend theirviews in apparent nonracial ways” [49, p. 56]. Addressing colorblindness is regularly left up to the individual, which redirects theresponsibility away from the much-needed deep reflection of institutions. By

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Whiteraters, suggests that the intersectional effects of gender and race primarily manifest within thegroup of White raters (see Figure 4.1 and 4.2). This may imply that White students assessed theirpeers differently based on the targets’ race and gender, though it also reflects a larger sample forthose cells. Our analysis revealed that the gender-based differences in peer ratings arepredominantly associated with White raters. Notably, the most substantial disparities in predictedpeer rating means between female and male targets were observed when White studentsevaluated their Asian teammates, suggesting that Asian male students underperformed orcontributed less than Asian female students in course small group activities from the perspectivesof their

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

to cater to diverse learning needs better. The findings of this study can informpolicies and practices aimed at fostering inclusive educational environments, supporting STEMstudents with ADHD, and enhancing educational outcomes.AcknowledgementsWe would like to acknowledge Cooperative Institutional Research Program (CIRP), the HigherEducation Research Institute (HERI), and the University of California, Los Angeles (UCLA). Inaddition, this research is supported by the U.S. National Science Foundation (2043430). Anyopinions, findings, and conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] “NIMH » Attention-Deficit

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 Tactile Learning: Making a Computer Vision Course Accessible through Touch-Based InterfacesThe term "visual learner" is a ubiquitous concept in education. It is often associated withexperiential or example-based teaching that

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

and how they're doing many things to try to make it more inclusive for us nonwhite individuals of the school... I think inclusive teaching includes making sure that examples you see in the classroom have our races introduced to these classes. So sort of making sure that we're heard as well, making sure the examples aren't only focused on white individuals. [Student 8 Interview]In addition, students voiced beliefs about the importance of seeing themselves reflected in theirpeers and faculty. They expressed that this fosters a sense of community among individuals whoshare similar backgrounds and perspectives. For instance, one student highlighted the importanceof female representation in STEM classes

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

of Appearance and Reflected Appraisals forMixed-Race Identity: The Role of Consistent Inconsistent Racial Perception,” Sociology of Raceand Ethnicity, vol. 2, no. 4, pp. 569–583, Oct. 2016.

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

demographic data.AcknowledgmentsThis study is funded and supported by two sources, the National Science Foundation (NSF) andPurdue University. The study is based on work supported by the NSF under the Graduate ResearchFellowship Program (GRFP). The study was also supported by a Seed Grant for InnovativeApproaches to Enhancing Inclusive Excellence and Sense of Belonging through PurdueUniversity’s Office of Diversity, Inclusion and Belonging (ODIB). Any opinions, findings,conclusions, or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect those of the NSF or Purdue University.References[1] National Center for Science and Engineering Statistics, Directorate for Social, Behavioral, and Economic Sciences

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

metacognitive processes.Bielefeldt (2014) emphasizes that female students’ reflective essays have significantlyimpacted students’ own perception of engineering and the profession’s role within society. A second strand of scholarly work emphasizes the role of experiential learning throughsummer programs (Groppi & Tappero, 2015), student exchange programs (Fox et al., 2018),mentored grant-funded research projects (Espiritu et al., 2021; Perez & Plumlee, 2022), andinternships (National Academies, 2017). Groppi and Tappero (2015) analyze a team-basedsummer program on renewable energy (culminating in service-based learning projects) whichthey find serves to increase the retention rate of students from underrepresented minoritygroups as well

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

playing field for the production of texts in standard English. The power of GenAIas a writing tool is based on its large training data set; however, that apparent diversity belies theprimacy of language practices from younger, white, more affluent users in the training data(Bender et al. 2022). GenAI programs like ChatGPT utilize machine learning, organizinglanguage into tokens, representing units of meaning, often phrases, each assigned vectors tocharacterize relationships between tokens. Trained on vast text data, initially supervised byhumans, then refined through a reward model, these systems predict the likelihood of tokens in atext stream. Despite their capabilities, they predominantly reflect white mainstream AmericanEnglish, with limited

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

also experienced by students in the class. The authors found that a simple,extended pause after asking a question can be a wonderful place to start promoting studentengagement. Usually (eventually) someone spoke up to start a dialogue when the silence wasallowed to linger. Active learning strategies are the next step, shown to increase studentengagement and knowledge retention [28] active or cooperative learning strategies consist ofpauses and time for students to reflect on and further absorb course content. These methods arevaried by discipline and take many forms, but the result is a delineation from traditional lectures[29] to combat fatigue experienced by both students and educators [19].Building positive student-centered learning

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

conducted theinterviews. The first author’s experience created a bias that undoubtedly informed their responseto the participants and motivated the probing questions they offered. The first author engaged inself reflection in the attempt to recognize their assumptions between interviews. They are stillworking to identify their implicit biases. The first author provides an in-depth consideration oftheir current and historical understanding of their positionality on their websitedcbeardmore.com.The second author (she/her/hers) has experienced dis/ability through close family members’challenges with depression, cancer, anxiety, ADHD, and hearing loss. She has also workedclosely with students facing an array of dis/abling conditions and non-normative

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

andthe R.O.S.E Research Group at the University of Cincinnati. Without your support and guidanceduring the writing process, this document would not be what it is. We are honored to be a part ofthese outstanding groups of scholars.This work is based on research supported by the National Science Foundation Grant Awardunder Grant No. 2212690. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. References[1] K. J. Jensen and K. J. Cross, “Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion,” J. Eng. Educ., vol

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

questionnaire refers to emotions you may experience as part of this class (EGR 210 - Electric Circuits). It is divided into three sections: (a) your emotions related specifically to testing in this course, (b) your emotions related to Circuits class in general, and (c) your experience as part of the larger Engineering program. Please reflect on your experiences during this semester as you answer the questions below.* Required Unique Identifier 1. Copy and paste the unique identifier you received in your email: *Emotions during Electric Circuits testing and examsAttending college classes can create different feelings. This part of the questionnaire refers specifically to emotionsyou may experience during exams in EGR 210 - Electric Circuits. Before