Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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.

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

group work, which often reinforces traditional gender-based roles[18]–[21]. An additional body of literature examines these students’ perceptions of engineeringexperiences, including how intersectionality affects these perceptions [22]–[25]. Likewise, thereis already a body of research from diverse scholars focused on disrupting dominant narrativesacross curricula and educational disciplines [26]–[30]. Disrupting predominant curriculum (andpedagogy) is particularly relevant in order to diversify the field of engineering. For example,Knight et al. found that engineering curricula that emphasized interdisciplinary connectionswere viewed more favorably by women students [31]. This is not a surprising finding, asadditional research supports the

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

. 797–811,1995. [Online]. Available: https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.69.5.797[7] Bandura, A. “Self-efficacy,” In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior,4 (pp. 71-81). New York: Academic Press, 1994.[8] Krajcik, J. S., & Blumenfeld, P. C. “Project-based learning,” In Cambridge Handbook of theLearning Sciences (pp. 317-34), 2006.[9] Somerville, M., et al. “The Olin curriculum: Thinking toward the future,” IEEE Transactionson Education, vol. 48, no. 1, pp. 198-205, 2005.[10] Graham, R. “UK approaches to engineering project-based learning,” White Paper sponsoredby the Bernard M. Gordon/MIT Engineering Leadership Program, 2010. Available:http://web.mit.edu/gordonelp/ukpjblwhitepaper2010.pdf[11] Hadim

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

& 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

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

al. [10] 2004 Campus Instructor Led Curriculum change Climate Davis and Finelli 2007 Campus Instructor Led Service learning and [11] Climate undergraduate research Du and Kolmos 2009 Classroom Instructor Led Project based learning [12] Climate Paguyo et al. [13] 2015 Classroom Instructor Led Class activities for Climate retention Lee and 2016 Campus Instructor Led Co-curricular support Matusovich [14] Climate

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

marginalized populations at the organizational level. Her current research projects include exploring relationships between STEM graduate student funding types, educa- tional experiences, and skill development, as well as examining the relationship between Responsibility Center Management (RCM) and administrative outcomes. She holds a Ph.D. in Higher Education from Virginia Tech, an M.B.A. from Lynchburg College, and a B.A. in Spanish from Mars Hill College.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

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Culture & Social Justice in Education, Equity

Paper ID #33739Antiracist Institutional Transformation Matters: How Can CommunityCultural Wealth and Counter-space Processes Illuminate Areas for Change?Dr. Emily Knaphus-Soran, University of Washington Emily Knaphus-Soran is a Senior Research Scientist at the Center for Evaluation and Research for STEM Equity (CERSE) at the University of Washington. She works on the evaluation of several projects aimed at improving diversity, equity, and inclusion in STEM fields. She also conducts research on the social- psychological and institutional forces that contribute to the persistence of race and class inequalities in the United

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #32956Equity, Engineering, and Excellence: Pathways to Student SuccessDr. Doris J. Espiritu, Wilbur Wright College Doris J. Espiritu, PhD is the Executive Director of the College Center of Excellence in Engineering and Computer Science and a professor of Chemistry at Wright College. Doris Espiritu is one of the first National Science Foundation’s research awardees under the Hispanic- Serving Institutions (HSI) Program. She pioneered Engineering at Wright and had grown the Engineering program enrollment by 700 % within two years of the NSF-HSI project. Doris founded six student chapters of national organizations