Displaying all 17 results
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- Changing How We Pursue Change
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- Madeleine Jennings, Arizona State University
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Paper ID #32384Examining the STEM Institution and Imagining the Beginnings of aRevolutionary Praxis Through the Queer PerspectiveMadeleine Jennings, Arizona State University Madeleine Jennings is a doctoral student and graduate research assistant at Arizona State University - Polytechnic Campus, pursuing a PhD in Engineering Education Systems and Design and a MS in Human Systems Engineering. They received a BS in Manufacturing Engineering from Texas State University - San Marcos. Madeleine’s research interests include investigating and improving the experiences of marginalized and invisible identities in engineering, such as
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- Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego
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) Engineering. She previously served as the project manager and lead editor of the NSF-funded TeachEngineering digital library (TeachEngineering.org, a free library of K-12 engineering curriculum), during which she mentored NSF GK-12 Fellows and NSF Research Experiences for Teachers (RET) par- ticipants from across the country on the creation and publication of their original engineering curriculum. Dr. Forbes is a former high school physics and engineering teacher and a former NSF GK-12 Fellow.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Associate Professor and Faculty Lead for the Engineering Exchange for Social Justice, in the Shiley Marcos School of Engineering at University of San Diego
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- Working Against Unjust Social Forces
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- Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University
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Engineering Education, 2021Redressing Inequities within our Margin of Maneuverability:A Narrative Inquiry StudyKristen R. Moore, University at BuffaloRebecca Walton, Utah State UniversityNatasha N. Jones, Michigan State UniversityAbstractThis extended example illustrates the ways an individual’s margin of maneuverability affects andshapes their approach to redressing inequities. After explicating the relationship betweeninclusion and oppression, the authors use a case of unjust academic paper reviewing todemonstrate how they walked through the 4Rs: Recognize, Reveal, Reject Replace. This appliedtheory of inclusion can be deployed in a range of contexts, and its on-the-ground applicationdepends on several elements, including the margin of
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- Special Topics: Conscious Considerations
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- Behrooz Parhami, University of California, Santa Barbara
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, Bold Type Books, 2019.[41] Human Rights Watch, “It’s a men’s club: Discrimination against women in Iran’s job market,” May 25, 2017. https://www.hrw.org/report/2017/05/25/its-mens- club/discrimination-against-women-irans-job-market[42] Minority Rights Group International and Ceasefire Center for Civilian Rights, “Beyond the veil: Discrimination against women in Iran,” September 2019. https://minorityrights.org/wp- content/uploads/2019/09/MRG_CFR_Iran_EN_Sept191.pdf[43] Rising Stars, “Academic Careers Workshop for Women in EECS,” 2019. https://publish.illinois.edu/rising-stars/participants/[44] S. Ebadi, Until We Are Free: My Fight for Human Rights in Iran, Random House, 2016.[45] K. Laub and M. Nasiri, “Iran women
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- Jacqueline Handley, University of Michigan
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. Warren, and C. D. Lee, “Learning as a cultural process: Achieving equity through diversity,” in The Cambridge Handbook of the Learning Sciences, Second., Cambridge University Press, 2014, pp. 686–706.[12] C. Lewis and E. B. Moje, “Sociocultural perspectives meet critical theories,” International Journal of Learning, vol. 10, pp. 1979–1995, 2003.[13] M. Varelas, E. Tucker-Raymond, and K. Richards, “A structure-agency perspective on young children’s engagement in school science: Carlos’s performance and narrative,” J Res Sci Teach, vol. 52, no. 4, pp. 516–529, Apr. 2015, doi: 10.1002/tea.21211.[14] K. D. Gutiérrez and A. Calabrese Barton, “The possibilities and limits of the structure-agency dialectic in
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- Asset Sourcing for Remaking Engineering Learning
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- Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
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underrepresented students in undergraduate science, technology,engineering, and math,” Proceedings of the National Academy of Sciences, vol. 117, no. 12, pp.6476-6483, 2020.[5] C. Baillie, A. Pawley, and D. Riley, Engineering and social justice: In the university andbeyond. West Lafayette, IN: Purdue University Press, 2012.[6] D. Riley, “Engineering and social justice,” Synthesis Lectures on Engineers, Technology, andSociety, vol. 3, no. 1, pp. 1-152, 2008.[7] K. Scheidgen, “Social contexts in team formation,” Historical Social Research/ HistorischeSozialforschung, vol. 44, no. 4 (170), pp. 42-74, 2019.[8] S. C. Hsu, K. W. Weng, Q. Cui, and W. Rand, “Understanding the complexity of projectteam member selection through agent-based modeling,” International
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- Bridging Content and Context in the Classroom
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- Melissa Ellen Ko, Stanford University
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where the instructorshares decision-making power with students, grading ultimately becomes a place whereinstructors exercise complete power and students exhibit little agency. While efforts havefocused on closing the “achievement gap” through teaching practice, the negative impact ofgrading on students, especially those with marginalized identities, suggests that we mustinterrogate how the way that we assess students could also contribute to this gap. Innovativeapproaches to grading have been explored in other settings, yet science and engineeringdisciplines often rigidly assess student performance through what they consider to be objectivelydesigned and evaluated tasks. This practice and its underlying assumptions have historicallydone little
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- Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington
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appropriate strategies for improving equity in STEM.The foundation of racial subjugation on which the U.S. education system was built producesinequalities in K-12 education which are further exacerbated by the White hegemony ofpostsecondary STEM education, particularly engineering [2]. As a result, Hispanic/Latinx,Black/African American, and American Indian/Alaskan Native students receive proportionatelyfewer bachelor’s degrees in engineering than should be the case based on their representation incolleges and universities. This is not to say that no progress has been made toward increasingdiversity in STEM fields. Among universities that comprise the Pacific Northwest Alliance forMinority Participation (PNW LSAMP), the proportion of students
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- Special Topics: Conscious Considerations
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- Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College
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, the EPassesses students’ motivations. The Wright College EP program believes that students who wereinitially denied admission at UIUC or other first-choice institutions will be successful if providedthe preparation and robust support. The main modification is that the EP holistically supportsstudents from admission, through their tenure at Wright College and even beyond transfer. TheWright College EP developed a framework that prepares students academically and provides themwith intentional support that develops belonging before admitting them into a demanding programthat aligns with UIUC. In 2018, through the NSF-HSI research grant, the EP framework was
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- For Students to Know and Grow
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- Heather R. Beem, Ashesi University
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their counterparts, recognizing thecomplexity that such problems can entail beyond the scope of what they have directlyexperienced through this intervention.Perceptions of engineering and the project:The intervention generally did not end up causing a significant increase in student interest inusing engineering to solve real-world problems/improving the quality of life in Africa/their homecountry/community. This could be because specific links from the project to other potentialapplications were not provided, making the extension of these technical skills to other locally-relevant problems weak. There was, however, an increase in this response with small effect sizefor those students who did not have any prior design-build experience. This
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- Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette
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collective agency to resist oppressive conditions in and beyond the university for themselves, their communities, and future undocumented students. This organization was where the community cultural wealth of undocumented students converged to provide a set of navigational skills that could be utilized not only to get through the institution but to transform their current situations, exercising what Yosso (2005) [19] describes as transformative resistant capital [65, p. 720].This asset-based framing utilized within community cultural wealth and the connection oftransformative resistance through community organizing and local action representconnections that can be used to construct a model of education.Liberatory
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- For Students to Know and Grow
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- Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute
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improve diversity, don't make people go to diversity training. Really. On Leadership, 2016.[14] F. Dobbin, and A. Kalev Why Diversity Programs Fail. Diversity, 2016.[15] E. Buchanan, T. Lee, and D. R. Berg, Supporting the Success of Service Learning Initiatives in Higher Education. Purdue Polytechnic Summit: Implications and Challenges of Higher Education in the Digital Era. June 5-6, 2018. West Lafayette, IN.[16] J. L. Huff, C. B. Zoltowski, and W. C. Oakes, Preparing Engineers for the Workplace through Service Learning: Perceptions of EPICS Alumni. Journal of Engineering Education, 2016. 105(1): p. 43-69.[17] A. R. Bielefeldt, K. G. Paterson, and C. W. Swan, Measuring the Value Added from Service Learning
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- Working Against Unjust Social Forces
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- Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
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& Javernick-Will, 2015; Riley, 2008; Wilson et al., 2011).First-year engineering courses are critical in helping students form their engineering identitiesthat help them persist through the curriculum (Meyers Ohland, Pawley, Silliman, & Smith, 2012;Tonso, 2007). However, while resources have been spent on increasing access for minoritized1students in engineering, these resources have been at odds with the values held in theengineering discipline that result in the continued exclusion of these students (Slaton, 2015;Rohde et al., 2020; Riley, 2017). The engineering curriculum implies a technical/social dualismin which the technical is more important and unaffected by social dimensions, which is counterto the lived experiences of those
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- Critical Conversations on Being Valued
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- Emily Gwen Blosser, University of Louisiana at Lafayette
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your degree, you will find job opportunities to do what you love to do and make money at the same time - how cool is that? There is nothing more satisfying than knowing you provided a solution to a problem that helped another person/community because you engineered your way through it! There is always room for one more engineer, let it be you!”This woman’s statement aligns with need to go beyond promoting the idea that engineers simplyuse math and science. She explains how engineering is a profession that can encompass largerprofessional goals such as changing the world and helping people.Another woman challenges the idea that engineers sit at desks or that they are focused on narrowproblems, by saying the following
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- Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.
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Possibilities, Frankfurt, Germany: Peter Lang.[21] E. A. Strehl and R. Fowler, “Experimental evidence regarding gendered task allocation on teams,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[22] A. Esquinca and L. Herrara-Rocha, “Latinx peristence in and beyond the degree: Intersections of gender and ethnicity,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[23] J. Martin Trenor, S. L. Yu, C. L. Waight, K. S. Zerda, and T. Sha, “The relations of ethnicity to female engineering students’ educational experiences and college and career plans in an ethnically diverse learning environment,” J. Eng. Educ., vol. 97, no. 4, pp. 449– 465, 2008, doi: 10.1002/j.2168
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- Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut
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Paper ID #33189Teaching Environmental Justice Principles to Chemical EngineeringSeniors: An Antiracist, Collaborative ApproachMs. Anna Marie LaChance, University of Connecticut Anna Marie (she/her) is a Ph.D. student in the Department of Chemical & Biomolecular Engineering at the University of Connecticut. Her work is related to thin-film fluid mechanics and nanosheet co- assembly for use in high-barrier polymer nanocomposites. Having completed the Graduate Certificate in College Instruction (GCCI) at UConn, she is preparing to teach at the university level upon graduation in late Spring 2021. Through her research
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- Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG
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weuse to analyze data. We are both first generation immigrants who pursued higher education inOntario. We identify with the privilege associated with our educational attainment, and theinfluence we carry in our teaching roles. Ha (Author 1) is a racialized Asian female, and Harrisand Czekanski (Authors 2 and 3) are identified as white male. We have participated in theunconscious bias training through our previous roles in hiring committees. We also adopted theInclusion Lens tool to organize a national conference hosted at our institution. Author 1 has amultidisciplinary background with a master’s in Educational Contexts; Author 2 leads thegeneral first year programming, Teaching Assistant development programs, as well aseducational research