Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Divisions

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

engaging in equity-focused curricular and instructional change efforts, as well as theimpact of newly designed courses on students’ and instructors’ experiences and learning. Thiscomprehensive effort will be needed to support refinement of the framework before we engageadditional partners beyond our home institution to further study and refine the framework indifferent institutional and disciplinary contexts.References[1] E. McGee & L. Bentley. The Equity Ethic: Black and Latinx College Students ReengineeringTheir STEM Careers toward Justice. American Journal of Education (Vol. 124): 1-36, 2017.[2] R. Hughes, J. Schellinger, B. Billington, B. Britsch, & A. Santiago. A Summary of EffectiveGender Equitable Teaching Practices in Informal STEM

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

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

teachers at the STEM academy leveraged the SMU MakerTruck as part of the training and outreach, one of the major goals to make Engineering accessible for the institute. Before joining the University Alain worked at the Dallas Independent School District as both a mathematics and science instructional coach for elementary and middle schools. He served as the inaugural STEM department head for the Barack Obama Male Leadership Academy and was a science campus coordinator for Henry B. Gonzalez Elementary. Prior to becoming an Educator Alain worked in Environmental consulting. In this space his experiences ranged from aquaculture management and research for an aquatic toxicology firm to doing statistical analysis for the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

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Diversity

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

to help practitioners navigate their careers, help practitioners betterunderstand their students and colleagues, and help administrators/mentors develop an asset-basedand systemic-based understanding of neurodivergence.References[1] H. B. Rosqvist, N. Chown, and A. Stenning, Neurodiversity Studies: A New Critical Paradigm. Taylor & Francis Group, 2020.[2] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. A. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” presented at the 2022 ASEE Annual Conference & Exposition, American Society for Engineering Education, 2022.[3] T. Sorg, “Where are We, and Where to Next? ‘Neurodiversity’ in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University

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Diversity

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

Paper ID #43690Work in Progress: Toward an Analytical Framework for Inclusive and MarginalizingTalk Moves in Engineering Student Homework GroupsMs. Tyrine Jamella Pangan, Tufts University Tyrine Jamella Pangan is a STEM Education PhD student at Tufts University and a Graduate Research Assistant at the Tufts University Center for Engineering Education and Outreach (CEEO). She is interested in integrating social and emotional learning (SEL) in engineering, specifically within the elementary school context.Dr. Kristen B Wendell, Tufts University Dr. Kristen Wendell is Associate Professor in the department of Mechanical

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Divisions

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

context, and the best ways to support students’ persistence to degree completion.Dr. Walter C. Lee, Virginia Polytechnic Institute and State University Dr. Walter Lee is an associate professor in the Department of Engineering Education and the director for research at the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech.Dr. David B Knight, Virginia Polytechnic Institute and State University David Knight is a Professor in the Department of Engineering Education at Virginia Tech and also serves as Special Assistant to the Dean for Strategic Plan Implementation in the College of Engineering. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering

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

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Diversity

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

Paper ID #43078Work in Progress: Experiences of Uncertainty in Sociotechnical Small-GroupUndergraduate DiscussionsFatima Rahman, Tufts Center for Engineering Education and Outreach PhD student, STEM Education, Tufts UniversityDr. Kristen B Wendell, Tufts University Dr. Kristen Wendell is Associate Professor in the department of Mechanical Engineering at Tufts University, where she also holds a secondary appointment in the department of Education. She leads a research group at the Center for Engineering Education and Outreach (CEEO) and is a member of the Tufts Institute for Research on Learning and Instruction (IRLI). Her

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

engineer. Students who value a “good”course grade as a perceived achievement, may therefore internalize these activities as importantbeings and doings.To counter such a perception, the grading scheme shown in Fig. 4(b) was implemented. In thismodel, faculty selected areas relevant to being an engineer and used these to assess across allcourse activities. Each assignment or exam yielded a set of grades as opposed to a single value,that are weighted and contribute to the final grade. In other words, a single homeworkassignment may have aspects of Engagement, Knowledge and Concepts, Engineering Skills,Communication, etc., that are evaluated and weighted, as opposed to contributing solely to a“Homework” category. In implementing this model, all

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities

Tagged Divisions

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

and/or socioeconomic disparities in organ transplantation (i.e. the ‘Organ Gap’); ● Engaging in structured argumentative discourse in support of/against policy proposals developed by students and their peers.MethodThe ongoing development and eventual practical application of this curriculum unit is guided byDesign-Based Implementation Research (DBIR). DBIR is a methodological approach whichseeks to (a) improve educational practice via collaborative, iterative design amongst multiplegroups of stakeholders; (b) build theoretical and practical knowledge about teaching andlearning, and; (c) and cultivate the institutional ability to sustain these changes [9]. The presentwork can be conceptually divided into a few distinct phases of

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin A. Bartlett, University of Kentucky

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Diversity

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

reconsider the role that spatial skills actuallyplay in training engineers. This paper argues that spatial skills testing and training interventionsare a misuse of the time and energy of people who want to help women and other historicallyexcluded students succeed in engineering. We must reframe our interventions withoutperpetuating deficit models about cognitive abilities like “spatial skills,” a construct which, inspite of its wide popularity in the STEM education community, has been very poorly formulated.References[1] S. G. Vandenberg and A. R. Kuse, “Mental rotations, a group test of three-dimensionalspatial visualization,” Percept Mot Skills, vol. 47, no. 2, pp. 599–604, Dec. 1978, doi:10.2466/pms.1978.47.2.599.[2] M. Peters, B. Laeng

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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Diversity

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

Paper ID #43469Storytelling in Engineering as a Justice-centered MethodologyRobyn Mae Paul, University of Calgary Robyn Paul is a Assistant Professor in the Sustainable Systems Engineering program at the University of Calgary. Her work looks at using best practices from ecofeminism to deconstruct the dominant normative culture of engineering education. ©American Society for Engineering Education, 2024 Storytelling in engineering as a justice-centered methodologyI recently completed my PhD in Engineering, where my work brings light to the normativecultures of engineering education. By applying

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

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Diversity

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

master next (Fig. 1, Important skills) and 4 supplementary skills (Fig. 1, Additionalskills) that are ‘nice-to-know’ but not a priority for most of our students. While all ourassessments were exam based, it is possible to use projects or papers to assess mastery,particularly for the important or supplemental skills.Figure 1: Dependency chart for mastery skills. Students must master the Foundational skillsbefore attempting the Important skills, and the Important skills before attempting the Additionalskills.Grading Structure:In a mastery-based course, skill mastery is directly connected with the student grade, so wedesigned a path that makes sense for students to earn a C, B or A. In our traditional course, fourexams over the course of the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

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

of ChatGPT’, Innov. Educ. Teach. Int., vol. 0, no. 0, pp. 1–12, 2023 [Online]. Available: 10.1080/14703297.2023.2190148.[5] C. K. Lo, ‘What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature’, Educ. Sci., vol. 13, no. 4, p. 410, Apr. 2023 [Online]. Available: 10.3390/educsci13040410.[6] J. G. Meyer et al., ‘ChatGPT and large language models in academia: opportunities and challenges’, BioData Min., vol. 16, no. 1, p. 20, Jul. 2023 [Online]. Available: 10.1186/s13040-023-00339-9.[7] B. Nolan, ‘Here are the schools and colleges that have banned the use of ChatGPT over plagiarism and misinformation fears’, Business Insider, 2023.[8] T. Busker et al., ‘Stereotypes in ChatGPT: an empirical study’, in

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington

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

Toolkit. Userinterviews on the student side [12] consisted of questions such as whether they were satisfiedwith the content or wanted to see any changes within it, while instructors were asked whetherlisted resources would be useful in their courses. Both students and instructors were askedgoal-directed questions such as whether components were discoverable or if interactions hadtheir intended effects. We performed a few cycles of iterating on our prototype based oninterview feedback and subsequent A/B testing to confirm whether our iterations aligned withinterviewee expectations [13], thus arriving at a high-fidelity, ready-to-implement Figmaprototype midway through the third quarter.Toolkit ComponentsThe toolkit branches into two pathways

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

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Diversity

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

Science Foundation.References[1] B. Bakka, N. Kalkunte, and M. Borrego, “LGBTQ+ Experiences in the Cockrell School,” Cockrell School of Engineering, Climate Survey, Jun. 2023. [Online]. Available: https://cockrell.utexas.edu/images/LGBTQ_Climate-Report-Final-Author-Credits.pdf[2] A. Sona, J. Laboy Santana, and E. K. H. Saitta, “Looking through a Prism: A Systematic Review of LGBTQ+ STEM Literature,” J. Chem. Educ., p. acs.jchemed.2c00391, Nov. 2022, doi: 10.1021/acs.jchemed.2c00391.[3] E. A. Cech and T. J. Waidzunas, “Navigating the heteronormativity of engineering: the experiences of lesbian, gay, and bisexual students,” Eng. Stud., vol. 3, no. 1, pp. 1–24, Apr. 2011, doi: 10.1080/19378629.2010.545065.[4] E. A. Cech and T

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

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Diversity

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

,” Baltimore , Maryland: ASEE Conferences (2023). [Online]. Available: https://peer.asee.org/43814;[5] L. Kristufek, C. Mavriplis, “Sense of Belonging in Engineering – A Survey of Engineering Students at a Large Comprehensive Ontario University,”, Kelowna, BC: Proceedings of the CEEA 2023 Annual Conference [In Press].[6] Dick, B. (2017). First year common engineering curriculum for the BC post-secondary sector. Proceedings of the Canadian Engineering Education Association (CEEA-ACÉG) Conference. Toronto, Ont.: Canadian Engineering Education Association. https://doi.org/10.24908/pceea.v0i0.10584][7] D. A. Schön, The reflective practitioner: How professionals think in action, Basic Books, 1983.[8] A. Kirn et al., “Intersectionality of

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas A Baine P.E., Grand Valley State University; Karl Brakora, Grand Valley State University

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Diversity

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

Paper ID #44145Tuition Equity: A Study of the Disparate Impacts of Block TuitionDr. Nicholas A Baine P.E., Grand Valley State University Nicholas Baine, Ph.D., P.E. is an Associate Professor in the School of Engineering. His expertise is in the design of electrical control systems and sensor data fusion techniques. As an instructor, he specializes in first-year engineering course development as well as control system courses. He is actively involved as a member of the board of the North Central Section of ASEE and is a Program Evaluator for ABET.Dr. Karl Brakora, Grand Valley State University Karl Brakora and affiliate

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

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Diversity

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

Paper ID #43782Unveiling Demographic Influences and Differential Career Preferences amongEngineering Graduate Students: A Comparative Analysis of Mechanical,Electrical, and Computer EngineersDr. Ebony Omotola McGee, The Johns Hopkins University Dr. Ebony McGee is a Professor of Innovation and inclusion in the STEM Ecosystem in the School of Education and the Department of Mental Health in the School of Public Health at Johns Hopkins University. Dr. McGee is an electrical engineer by training and an 11-time NSF investigator awardee. She is the leading expert on both race and structural racism in STEM, with all its toxic

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

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

Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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Diversity

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

Assignment Evidence on the Effects and Operating Channels," J. Hum. Resour., vol. 57, no. 2, pp. 555-596, 2020.[14] B. J. Zimmerman, "A social cognitive view of self-regulated academic learning," J. Educ. Psychol., vol. 81, no. 3, pp. 329-339, 1989.[15] A. Bandura, Social foundations of thought and action: A social cognitive theory (Social foundations of thought and action: A social cognitive theory.). Englewood Cliffs, NJ, US: Prentice-Hall, Inc, 1986, p. 454.[16] B. Zimmerman, "Self-Regulated Learning and Academic Achievement: An Overview," Educ. Psychol., vol. 25, no. 1, pp. 3-17, 2010.[17] A. Bandura, "Temporal dynamics and decomposition of reciprocal determinism: A reply to Phillips and Orton

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

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Diversity

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

to center the experiences of disabled women of color, we use this demographicgroup as our reference point. Data was analyzed using Stata and data visualizations were createdin Microsoft Power BI. To investigate salary discrepancies, a chi-square test (Appendix B) wasused to assess the relationship between salary and racial/ethnic identities for females who reportedat least a moderate level of physical disability. Here we found a significant relationship betweensalary and racial/ethnic identity [𝜒2(48, N = 4,108) = 174.64, p= 0.00].Figure 1Salaries of College Graduates by Sex, Race/Ethnicity, and Disability StatusNote: A bar chart displaying the salary of STEM professionals in three bars (base salary, nophysical disabilities salary, and has

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

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Diversity

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

. References[1] Excelencia in Education (2023a). “Hispanic–serving institutions (HSIs): 2021–22,” 2023.[Online]. Available: https://www.edexcelencia.org/media/2105[2] A. M. Núñez, J. Rivera, J. Valdez, and V. B. Olivo. “Centering Hispanic-serving institutions’strategies to develop talent in computing fields,” Tapuya: Latin American Science, Technologyand Society, vol., 4, no. 1, pp. 1-20, 2021.[3] E. J. López, V. Basile, M. Landa-Posas, K. Ortega, and A. Ramírez. “Latinx students’ senseof familismo in undergraduate science and engineering,” The Review of Higher Education, vol.43, no. 1, pp. 85-111, 2019.[4] J. Morales-Chicas, M. Gomez, M. Gussman, and C. Kouyoumdjian. “A cultural wealthapproach to understanding Latin@s’ STEM mentee and mentor

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

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Diversity

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

, “Gender Complexity and Experience of Women Undergraduate Students within the Engineering Domain,” Sustainability, vol. 15, no. 1, 2023.[16] J. R. Posself and S. K. Lipson, “Competition, Anxiety, and Depression in the College Classroom: Variations by Student Identity and Field of Study,” J. Coll. Stud. Dev., vol. 57, no. 8, pp. 973–989, 2016.[17] K. G. Wilkins-Yel, A. Arnold, J. Bekki, M. Natarajan, B. Bernstein, and A. K. Randall, “‘I can’t push off my own Mental Health’: Chilly STEM Climates, Mental Health, and STEM Persistence among Black, Latina, and White Graduate Women,” Sex Roles, vol. 86, no. 3–4, pp. 208–232, 2022, doi: 10.1007/s11199-021-01262-1.[18] R. T. Carter et al., “Initial

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

Tagged Divisions

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

. Values, vol. 39, no. 1, pp. 42–72, 2014.[4] C. McCall, L. D. McNair, and D. R. Simmons, “Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering,” J. Eng. Educ., vol. 110, no. 2, pp. 393–413, 2021.[5] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, 2012.[6] Y. M. Xu and B. Gravel, “A case study: Making facilitates an engineering student’s (re)negotiation with her disciplinary relationships,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[7] A. Calabrese Barton, H. Kang, E. Tan, T. B. O’Neill, J. Bautista-Guerra, and C. Brecklin

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

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Diversity

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

: 10.17226/25568.[2] T. Weiston-Serdan and B. Sánchez, Critical Mentoring: A Practical Guide, 1st ed. New York: Routledge, 2023. doi: 10.4324/9781003443872.[3] C. N. Baker, “Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance,” Soc Psychol Educ, vol. 11, no. 3, pp. 273–298, Aug. 2008, doi: 10.1007/s11218-007-9050-y.[4] H. Arksey and L. O’Malley, “Scoping studies: towards a methodological framework,” International Journal of Social Research Methodology, vol. 8, no. 1, pp. 19–32, Feb. 2005, doi: 10.1080/1364557032000119616.[5] K. Fernandez, A. G. Buhler, and S. M. Rivera-Jimenez, “Methods for Conducting a Scoping Literature Review on Institutional

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Diversity

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

activism.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Jocelyn GarciaMaria Oralia Tinoco Alegre, Florida International UniversityMalak Elaouinate, Florida International University Malak Elaouinate is a Florida International University

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

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

.2017.189.[5] G. Bui, N. Sibia, A. Zavaleta Bernuy, M. Liut, and A. Petersen, “Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2,” in Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, Toronto ON Canada: ACM, Mar. 2023, pp. 889– 895. doi: 10.1145/3545945.3569752.[6] C. Chen, J. M. Kang, G. Sonnert, and P. M. Sadler, “High School Calculus and Computer Science Course Taking as Predictors of Success in Introductory College Computer Science,” ACM Trans. Comput. Educ., vol. 21, no. 1, pp. 1–21, Mar. 2021, doi: 10.1145/3433169.[7] M. Doyle, D. Kasturiratna, B. D. Richardson, and S. W. Soled, “Computer Science and Computer Information Technology majors together: Analyzing factors

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and interim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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

and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs,” Australas. J. Eng. Educ., vol. 25, no. 1, pp. 79– 89, Jan. 2020.[3] M. J. Grant and A. Booth, “A typology of reviews: an analysis of 14 review types and associated methodologies,” Health Inf. Libr. J., vol. 26, no. 2, pp. 91–108, 2009.[4] B. Fraser, Cognitive disability aesthetics: Visual culture, disability representations, and the (in)visibility of cognitive difference. University of Toronto Press, 2018.[5] S. Wendell, “Unhealthy disabled: Treating chronic illnesses as disabilities,” Hypatia, vol. 16, no. 4, pp. 17–33, 2001.[6] O. Barden and T. Cook, “Learning difficulties: Histories and cultures,” J. Lit

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

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Diversity

Tagged Divisions

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

Paper ID #43645Unpacking Whiteness and Racialization in Engineering: A Multimodal DiscourseAnalysis of Social Media PostsDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical Engineering and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities, particularly

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University

Tagged Divisions

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

and colleagues’ work was originally based on articulations ofinterpersonal racialized harm, the concept of microaggressions also speaks to communities whoare marginalized along lines of gender, sexuality, dis/ability, citizenship, age, as well as the waysin which people experience marginalization along multiple dimensions at once. Sue andcolleagues have more recently [11] also offered a framework describing what they term as“microinterventions,” organized into four different types of response to microaggressions: (a)make the invisible visible, (b) disarm the microaggression, (c) educate the perpetrator, and (d)seek external reinforcement or support.The second framework we draw on is that of selective incivilities [12], [13], [14]. Cortina