Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

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

-standard English speaker) as powerless, inadequate, or deficient.Theoretical FrameworkIn this paper, we draw from Flores and Rosa [26] conceptualization of raciolinguistics to analyzehow engineering is portrayed and communicated in social media memes, and the potential ofthese in influencing how discourses around engineering identity are constructed.We pay particular attention to raciolinguistics because memes are not just humorous orentertaining images; they often reflect and reinforce societal norms, values and power dynamics,including those related to race and language. Flores and Rosa [26] introduced the concept ofraciolinguistics, which indicates that language – in all of its forms – is used to construct race, andtherefore influences how

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

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

, andthe richness of human experiences—and write it up based on the simplified, linear sequencedemanded in academia. It was not just about the aesthetic structure (introduction, literature,methods, results, discussions, etc.), it was how this dominant dissertation rhetoric silenced thetrue ambivalence and complexities of my findings. This traditional style and structure focused onknowledge production more than depth of holistic understanding (Kociatkiewicz & Kostera,2023). I relate to this reflection from another PhD student as she considered this same challenge: “How could I condense my research into a series of neatly defined chapters? I was attempting to follow the normative pattern of a conventional thesis [...] It seems

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

belonging at theuniversity level consists of five items that assess students’ sense of belonging within theiruniversity. Items were answered on a 7-point Likert-type scale (1= Not at all, 7= Very much so).An average score across items was calculated with higher scores reflecting higher sense ofbelonging at the university level. A sample item for sense of belonging- university level is “I feelthere is a sense of community at this school.” Sense of belonging- engineering major level. Sense of belonging at the engineeringmajor level consists of ten items that measure students’ perceptions of belonging within theirengineering major. Items were answered on a 7-point Likert-type scale (1= Not at all, 7= Verymuch so). An average score across items

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

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

developmental research &implementation phases:Influencers for Transformative Education [5, 2]:1. Critical awareness of culture2. Professional identity development3. Participation in communities of mentoring and learning4. Holistic skill integration through reflection5. The development of professional integrity through affective awarenessFig. 2 [3] is a visual representation of the process of these five influencers’ impacts on studentexperiences in an electrical and computer engineering program. This model of the fiveinfluencing factors was then used in the development of the subsequent study's interventions.Figure 2. Process of Transformative Learning as Affected by the 5 Influencers: Culture,Participating in Communities, Reflection, Professional

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

Tagged Topics

Diversity

Tagged Divisions

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

addnew examples to the list, for instance, examples identified by the students. If a student reportsthat they did not find relevant examples in our list, but they provided a new one, we will analyzeand consider for addition the new example provided.After the students identify a potential role model that inspires them in the course's domain (e.g.,databases or programming), each student will describe this role model on a discussion board andindicate the main criteria on which the selection was based. A moderated discussion will takeplace with feedback from the instructor and other students. The second part ends with a shortassignment serving as self-reflection for the role model identification process. In this assignmentthe students will summarize

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

about the opportunities andchallenges available to them; this also relates to their identity work. For example, students maywonder whether they are being heard in the group and if they belong in a particular communityof practice. Content uncertainty includes questions about the ideas, approaches, or intended endresult of an activity. This type of uncertainty is similar to what Hartner-Tiefenthaler et al. refer toas epistemological uncertainty, which they define as a “subjective feeling of being unsure aboutthe content, process or outcome of a task.” (p. 21, 2018). We adopt the latter term,epistemological uncertainty, to reflect that questions about process can include questions aboutwhat counts as valuable ways of knowing and doing

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

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

computing instructors, and her eventualS-STEM mentor, encouraged her to pursue computing based on her performance and interest inclass. He specifically told her that “every computer scientist” answers questions in the same waythat Leyla does and confirmed that she belongs in computing. Leyla reflected, “impostersyndrome wasn’t a thing that semester.”Each participant reported that her family was supportive of her pursuing a STEM degree. ForDiana, a first-generation student, interest in STEM began early—reinforced by her parents’ valueof education and STEM: “Since I've been a kid, there's always been that STEM influence in mylife.” Families were also supportive of Scholars’ well-being more generally.College Experiences in Computing - Low PointsAll of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

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

, such as multi-layered and culturallyrelevant mentoring and support, in amplifying the participants’ resilience and personal andprofessional development. The three participants’ community-serving mindset and authenticreciprocity with high school students prompted them to become reflective and critical advocatesof the program’s original intent. As a result, they played a pivotal role in fulfilling the ultimategoal of institutional collaboration—diversifying the STEM workforce.IntroductionDiversity is widely recognized as a pivotal factor for innovation and ground-breakingtransformation in scientific research [1]. As a result, the National Science Foundation (NSF) andother federal funding agencies have long supported the creation of diverse

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

types corresponding to each of the variables, as well as the mean andstandard deviation scores, are presented in Table 1. The highest mean motivation scores wereobserved in the following items (a) item 3, “Because I think that a college education will help mebetter prepare for the career I have chosen,” with a mean of 4.32; (b) item 22, “In order to have abetter salary later on,” reflecting a mean of 4.32; (c) item 8, “In order to obtain a moreprestigious job later on,” registering a mean of 4.26; and (d) item 10, “Because eventually it willenable me to enter the job market in a field that I like,” with a mean of 4.16. As it may beobserved, all items displaying the highest mean values are associated with extrinsic motivationelements. Items 3

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

Tagged Divisions

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

rigorousdiscipline focusing heavily on math and science [4], [5], [6]. Due to these attitudes, students andlab instructors tend to focus more on technical knowledge rather than communication skills inlabs. Another study found that the written engineering documents seldom contained socio-cultural features of engineering and the trade-offs between productivity and safety or health of anoperator [7]. This type of neutral and objective text couldn’t reflect the complexity and human-related real-world engineering problems [7]. In this study, we want to model engineeringthinking to increase students’ awareness of rhetorically-focused writing in ME labs. Manyengineering programs have writing-intensive lab courses designed to simultaneously improveengineering

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

Tagged Divisions

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

ideas (Figure 1). The bridge design challenge drewfrom a similar project in a first-yearengineering reflection course and asecond-year engineering foundationscourse in the authors' academic programbased on work by Chen andWodin-Schwartz [14]. The bridge designproject began with a prompt from a citymayor hoping to connect two parts oftown with a bridge. However, the bridgehad to begin and end in specific zones oneither side which were to be demolishedto make way for the bridge. Context wasalso added in the prompt, saying, "TheMayor says they trust your decision aslong as you can explain it!" to helpalleviate the youth's fears aboutpreemptively having a "correct" answer.Six zones were created, three on eachside, of which youth had to

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

mentorship indicators. Fromthere, the researcher sought out additional literature. After having read and reflected on theinformation, the researcher constructed a draft conceptual framework for the purposes ofcategorizing and conceptualizing the types of mentorship, including traditional, effective, andcritical mentorship, as well as identifying the relevant mentorship indicators associated with thesementorship types.3.2 Scoping ReviewFor this study, a scoping review protocol based on Arksey and O’Malley’s framework [4] wasutilized as described previously [5]. Scoping reviews are useful when probing the literature as theyemulate the rigor of systematic reviews while keeping laser-focused on answering the researchquestions [4], [5]. Scoping reviews

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

Tagged Topics

Diversity

Tagged Divisions

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

engage in those reflections needed to evaluate complex situations, which often involve socio-economic and political considerations. Case studies have been shown to be an effective way to do that, and an effective case study allows students to go beyond the simple facts of the case by looking at laws past and present, historical context, and current practice and lead them to make informed decisions [16]. This process not only enhances their analytical abilities but also encourages them to explore new dimensions of the engineering practice, facilitating that much needed shift to a more equitable and socio-centered engineering practice. This broader perspective encourages students to consider the

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

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University

Tagged Divisions

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

, stickers, fun pens and pencils, etc. After this, there is another short lesson where theproposed questions are answered and the science behind it is explained. The students are thenencouraged to reflect and self-evaluate their own experience of the activity so they can determinewhy their solution to the problem did or did not work [5].An alphabetical, non-comprehensive list of activities put on by STEM 4 Kids is in the tablebelow. Activities are hyperlinked to web pages with instructions or to sources for purchasingmaterials, with the exception of the 3D Printing, which links to CSU’s Idea 2 Product Lab (I2P). Table 1: List of STEM 4 Kids Activities 3D Printing Apple-Powered Clocks

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

Tagged Topics

Diversity

Tagged Divisions

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

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

engineers, as it makes them moreenthusiastic to participate in engineering and therefore helps them perform better.Four of the papers showed a marked improvement in underrepresented student’s performancewhen those students were given representation in the form of discussing or showing an engineersimilar to their identity, either in the form of online platforms with diverse avatars of engineers orguest speakers (Casey, E. et al, 2023; Gunjan Tomar & Vineeta Garg, 2021; Good, J. J. et al.,2020; Aguirre-Muñoz, Z. et al., 2021). One paper focused on giving students a space to developtheir own identity in connection to their career path through reflective journaling (Tran, K., Barreraet al., 2022). Two papers focused on giving students either a

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Philip Asare, University of Toronto; Alan Cheville, Bucknell University

Tagged Divisions

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

and help students develop on paths which they see as valuable. Our view, rooted in theCapabilities Approach, is that education should equip students to lead a life they value. Providingstudents opportunities to achieve, and envision new ways of living is central to the institution,and our role as faculty is to help guide them in our chosen discipline.This work has been supported by the National Science Foundation under EEC- 2022271. 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.8. References[1] Mark W. Durm, “An A is not an A is not an A: A History of Grading,” Educ. Forum, vol. 57, no. 3, pp. 294

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

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

Tagged Divisions

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

experiment with a pass/fail and/ormastery learning approach for the base requirements of the course.4.2 Instructor 2 Reflection Starting in Fall 2022, I began teaching at Loyola with a primary audience of adult learnersthrough the school of continuing studies. Before my current role, I held roles at both an R1institution and a small private institution. The latter was focused on expediting students into theworkforce by offering associate degrees centered around computer science. Neither my currentinstitution nor the ones I previously mentioned required prerequisite for CS 1. Through a variety ofinstitutional contexts, I was able to observe students succeeding in CS 1 without having taken theprerequisites that are widely required in CS

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