reflect upon and assess diversity and inclusion efforts within ECE [2].To interrogate students’ perceptions of diversity and inclusion, we interviewed 13 current or pastundergraduate ECE students. With nearly 40 percent of the undergraduate ECE studentsidentifying as international students, such a significant international population posestremendous learning opportunities as well as challenges related to diversity and inclusion. Thus,formal efforts within ECE have been made to bridge cultural differences, develop interculturalcompetencies, and promote inclusion of internationally and domestically diverse ECE members.However, these efforts have met with mixed results. Our analysis of the interview data suggeststhat these efforts often were not
paper draws on a qualitative dataset of student responses to biweekly “reflection questions”integrated into routine course activity in a pilot implementation of a Wright State-likeEngineering Mathematics course. Alongside auto-ethnographic data from the course instructorand coordinator, this dataset illustrates the transformations involved in the scale-making process,and enables tracing the consequences of these transformations for the identities of people andsocial collectives involved in the course.IntroductionThis paper reports on the results of a study of an implementation of the Wright State Model forEngineering Mathematics at one university. Consistent with the LEES call for proposals, weadopt a human science theoretical approach to the
. ● Principle 3 promotes varying activities that increase interest and self-regulation. For example, integrating weekly reflective writing prompts.Studies suggest that incorporating these principles into course design increases learning andengagement for all students [5, 6]. Despite these wide-ranging benefits, research about implementing UDL in science,technology, engineering, and mathematics (STEM) fields primarily focuses on accessibility,including the use of technology accommodations, due to Americans with Disabilities Act (ADA)and Web Content Accessibility (WCAG) requirements for online learning environments [7].From the ASEE archive, one paper authored by Monemi, Pan, & Varnado (2009) suggested theuse of UDL for course design
minority students interviewed “believedthat teachers perceive white and Asian students to be smart[er] and hence more likely to excel inCS classes. Such perception of the faculty prevented minority students from asking questions inclass or approaching the faculty for help.” (p. 131)Additionally, Redmond’s [8] case study – in which they re-structured Stanford’s computerscience department to become more inclusive – found that one of the largest impacts on a womanmaintaining interest in computer science is how early she took her introductory computingcoursework. Thus, if women and minorities are mandated to take these introductory coursesearlier in their undergraduate curriculum, retention rates would likely increase. This sentimentwas reflected
Society for Engineering Education, 2018 Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teamsAbstractWe describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could
which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based
games and choose your own adventure books is that once youplay or read them, you can enjoy a new story by selecting different options the second time.Stories allow individuals to ‘borrow’ the experiences of others as they discover the implicationsof new ideas or move through the stages of organizational socialization [19]. This is notrestricted to formal organizations, stories in social movements are how we understand the impactof the movement on the “mainstream” [20].It is important to note that these stories are not powerful because they are new, but because theyhave been discovered by someone who can see their relevance. Stories can be discoveredthrough reflecting on one’s own experience, through encountering others who share anexperience
other times one-on-oneinterviews were possible. All interviews were recorded and transcribed, with data codingunderway through Nvivo.Analysis and Coding of Project DocumentsEWB-USA shared all project documents they have collected with our team (over 6000 documentsrepresenting approximately 500-600 projects). University of Wisconsin-Stout student researchassistants cataloged these files–noting the type of chapter (professional or student) and thechapter’s location, the type of project, the documents that existed, and the dates the documentscovered. From there, we carefully chose thirty projects to reflect a variety of project types, EWBchapters, and geographic areas. We chose a mixture of water, sanitation, and other infrastructureprojects in
self-reflective in nature and designed to gather datarepresentative of the students’ perspectives of themselves as engineers and of the field (Table 2).The same questions were provided to the instructors to complete in written form via email.Table 2. Summary of survey questions used [10] (1) In your own words, define 'engineer'. (2) In your own words, define 'engineering'. (3) Do you consider yourself an engineer? Why or why not? (4) What are your professional goals in becoming an engineer? (5) What are the essential skills of a professional engineer? (6) What challenges do you have on working in group engineering projects?Data AnalysisAxial and thematic coding of the responses occurred for the survey responses to thesequestions
provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of engineeringeducators and industry practitioners, as well as “talk alouds” with students. Going through thefirst
integrated elements of social justice and CP through differentavenues as part of our goal to establish a DLS. First, we promoted a sense of equity starting fromthe recruitment process until the final presentation. This sense of equity was reflected in ourapproach to reaching out to each student individually without demonstrating privileges to aspecific group of students. We also created a learning environment where tutors and studentscould talk to each other easily throughout the course. This open line of communication seemedto have a strong relationship to the sense of community and collaboration within the classroom.Second, students were able to take decisions in some assignments. Decisions regarding creatingteams, agreeing on due dates, scoping
three key features: a specializedknowledge base, self-regulation, and a commitment to public service— [1-3] elements that havebeen historically codified into a set of ethical guidelines [1, 4, 5]. While these guidelines—Professional Codes of Ethics—may help engineers appreciate what not to do [4, 5], they areinsufficiently specific to guide novice engineers through ethically ambiguous situations. As early20th century artefacts, they also tend to reproduce structural inequities embedded in the history ofthe profession, and thus fail to reflect the experiences of historically underrepresented groups ofengineers [6-14]. The Canadian Engineering Accreditation Board’s (CEAB) pairing of ethics andequity [15] demands that we look beyond the codes to
turn can be used to identify asolution. Engineering educators tend to treat “society” as a distinctly separate silo fromengineering itself. This is not to say that society isn’t discussed within the engineeringclassroom, but it is often framed as a linear progression -- something is engineered, then it hasan impact on society. This is reflected in the 2016-2017 ABET outcome H: “the broad educationnecessary to understand the impact of engineering solutions in a global, economic,environmental, and societal context.” The very language of this statement indicates societalcontext is seen as relevant, but distinctly separate, from engineering solutions.Similarly, students’ lived experiences are typically contained in a separate silo. Students