Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Research Ethics Training Institute (RETI), Associate Editor, Journal of Empirical Research on Human Research Ethics, Board Member for Public Responsibility in Medicine and Research (PRIM&R), and Board Member and Secretary, Open Door Free Clinic, a community resource Chippewa Falls, Wisconsin. Prior to joining Marshfield Clinic Research Institute, she was Endowed Chair in Ethics at the University of Wisconsin-Stout. American c Society for Engineering Education, 2021 Work-in-Progress: Studying the Impact of Humanitarian Engineering Projects on Student Professional Formation and Views of Diversity, Equity, and

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG

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Diversity

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Culture & Social Justice in Education, Equity

university. And so those are the first choice and then […] what discipline do you want to go into, do you want to go into engineering […]I think that that might be a problem that, that community [underrepresented local community] they're not well informed of engineering and professionally becoming an engineer, so just because it's not stressed at a specific time in their youth, it's going to affect later on where they can like literally, they don't have the choice because they haven't taken the appropriate steps to get there. (John, 15)There is an information asymmetry amongst the high school students, as John as noticed. Theknowledge of closely involved adults - of these required ‘choices’ for pre-university

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #34872Your Views Can Be My Views: Understanding Differences in Paradigms Heldby Traditionally Marginalized Students in EngineeringQualla Jo Ketchum, Virginia Polytechnic Institute and State UniversityDr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

to traditional forms of prejudice, in that the discriminatorybehavior is clear, but the target is left unable to defend themselves, such as derogatory graffitipainted on a wall. Sue later created a taxonomy which further categorized microinvalidations andmicroinsults into themes (see [13]).Critical Race Theory CRT draws from several domains to explain racial disparities in the United States, as wellas what measures must be taken to eradicate these disparities. When discussing the use of racialmicroaggressions targeting Latinx students in an engineering education setting, it can be arguedthat the most relevant aspects of CRT are the positions that racism is the U.S. has beennormalized and is ubiquitous. CRT also points to the impact of

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

demonstrate, women often face uniquedifficulties in these male-dominated and male-identified professions. Studies find that womenmust engage in certain practices and behaviors in order to prove that they are competent andprofessional members of the profession. For example, in one study by Heather Dryburgh, shefinds that female engineering students learn to adapt to engineering culture by accepting sexism,working hard in order to prove their competence, and by performing masculine behaviors, suchas acting tough. As she argues, this adds a layer of extra work for women who must learn topresent a confident image to be taken seriously as an engineer. Dryburgh describes how womenmust work to manage others’ expectations of them and they do this on top of

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

Tagged Divisions

Culture & Social Justice in Education, Equity

Association[1], the U.S. society has made a series of economic, sociopolitical, and moral decisions that havehad a cumulative impact on communities of color, particularly Black, Indigenous, andHispanic/Latinx communities. When we see differences in academic outcomes between Whitestudents and students of color, it is not an indication of an “achievement gap,” but rather anindication of the debt owed to groups that have been racially subjugated since the early days ofpublic education. By shifting focus away from discussions of why students of color are failingwithin the dominant paradigm and toward ways that the dominant paradigm fails students ofcolor, Ladson-Billings and other Critical Race scholars challenge us to expand our thinkingabout the

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

with or know they will face in theworkforce. Using examples that engineering students know they will experience (e.g.,promotions), will increase their willingness to engage in the discussion and they will be lesslikely to classify unconscious bias as a social science topic they can ignore.ImplementationFor the pilot implementation of the curriculum, the class was an upper division required coursefor civil engineering. The class centered on business practices, so the curriculum wasincorporated as part of professional communication. The authors were not professors of thiscourse, but one of the authors was a teaching assistant for the course in the past and the professorof the course allowed the author to teach the curriculum as a guest

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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Diversity

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Culture & Social Justice in Education, Equity

in course design and teaching practice encourage instructorsto increase diverse representation within the curriculum and create a welcoming classroomatmosphere. Ultimately, such changes may correct previously exclusive signals, both subtle andexplicit, that impact student belonging and thus make it more likely that minoritized groups willpersist within STEM [8]–[10].However, less of this critical examination of higher educational practice has focused on thegrading itself and the choice of scoring mechanisms that instructors use to describe theperformance of their students. Generally, the benchmark by which instructors may judge theefficacy of inclusive teaching practice has been an increase in exam scores or final grades.Essentially, an

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candice W. Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Luke J. Rapa, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

professionals?Study data included survey responses to validated scales measuring: critical consciousness,system justification beliefs, social empathy, and sociopolitical control beliefs. Newinstrumentation was also piloted assessing equity-related perceptions and beliefs about civilengineering and infrastructure systems. Participants were junior and senior undergraduate civilengineering students (n = 21) enrolled in a professional development, community, and strategicchange course, with data collected throughout the Fall 2020 semester. Results suggest thatstudents did have awareness of infrastructure inequities and, on average, did not have strongsystem justification beliefs. However, there was not an association between students’ awarenessof

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

.[16] Tannen, D. (1995). The power of talk: Who gets heard and why. Harvard Business Review,73(5), 138-148.[17] Martins, R. K., & McNeil, D. W. (2009). Review of motivational interviewing in promotinghealth behaviors. Clinical psychology review, 29(4), 283-293.[18] Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups intoeffective teams. Journal of student centered learning, 2(1), 9-34.[19] Lowry, P. B., Roberts, T. L., Romano Jr, N. C., Cheney, P. D., & Hightower, R. T. (2006).The impact of group size and social presence on small-group communication: Doescomputer-mediated communication make a difference?. Small Group Research, 37(6), 631-661.[20] Benjamin, R. (2019). Race after technology: Abolitionist

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

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Diversity

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Culture & Social Justice in Education, Equity

ability to produceindependent and productive workers. Rote memorization dominates pedagogical practice acrossmost of the nation.The results of the pervasiveness of rote pedagogies are far-reaching. Directly, studentsdisengage, learn less effectively, and lose interest in STEM careers. Engaging Ghanaian studentsin hands-on activities can, however, significantly counter these negative effects [2,3]. Byextension, rote memorization results in minimal technological innovation that Ghanaians canpoint to with pride as a local output. This falsely perpetuates the negative global narrative aroundwhat capabilities young Africans possess. The concept of stereotype threat has been used tounderstand how students who are viewed poorly because of their identity

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

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Diversity

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Culture & Social Justice in Education, Equity

Computer Science at the University of Portland. Her research interests include computer science education, pedagogy, and best practices for retention and engagement. American c Society for Engineering Education, 2021Creating an Inclusive Engineering Student CultureThrough Diverse Teams: Instructor-Led and Student-Led ApproachesAbstractPast researchers have linked diversity to increased creativity in engineering teams. Self-efficacyand retention also relate to how well students believe they fit socially and academically inengineering. This paper reports on three studies at one university aimed to improve students’sense of belonging in engineering. The three interventions included

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

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Diversity

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Culture & Social Justice in Education, Equity

Assistant Professor in the Human-Centered Engineering Program at Boston Col- lege. She received her PhD in Engineering Education and MS in Aerospace Engineering from Purdue University, and BE in Aeronautical Engineering from Punjab Engineering College. Her scholarship is motivated by the fundamental question of how engineering and technology can support people in living well in an increasingly engineered world. Her research focuses on affordances of technology, humanis- tic design, and engineering epistemology to promote purpose and connection in engineering education. In her work, she partners with students and educators (middle school to undergraduate), youth and their families, community organizations, artisans

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

exhibits (i.e., Homelessness and Food Insecurity Awareness Week), butthe second iteration was also impacted by the global pandemic and the sudden shift toemergency remote teaching. These two factors likely impacted how students participated in theclass and engaged with the material, which in turn would have affected how they responded tothe project, to the questions asked, to the contextualization occurred. Additionally, some studentresponses could not be included in the data analysis process due to lack of contextualization inthe responses themselves (i.e., incomplete responses). Without additional context in what thestudent is referring to, we could not code the response appropriately.In both iterations of the study, the course is only one

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

. Her research has focused on the sources and effects of personal efficacy beliefs. She is the director of the P20 Motivation and Learning Lab.Dr. Joseph H. Hammer, University of Kentucky Associate Professor of Counseling PsychologyDr. Sarah A. Wilson, University of Kentucky Sarah Wilson is a lecturer in the Department of Chemical and Materials Engineering at the University of Kentucky. She completed her bachelor’s degree at Rowan University in New Jersey before attending graduate school for her PhD at the University of Massachusetts in Amherst, MA. Her research interests in- clude engineering communication, process safety, and undergraduate student mental health. Recently, she was awarded an NSF RIEF grant to

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

historian, he holds a BA from Rice University, an MA from NYU, and PhD from Cambridge University. Potash is active with several professional organiza- tions (including AAC&U, Campus Compact, Excelencia in Education, and HACU) and blogs regularly (www.thedigitalquad.com). American c Society for Engineering Education, 2021 Equity, Engineering and Excellence: Pathways to Student SuccessABSTRACTWright College, an urban open-access community college, independently accredited within theCity Colleges of Chicago (CCC) system, is a federally recognized Hispanic-Serving Institution(HSI) with one of the largest community college enrollments of Hispanic students in

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Culture & Social Justice in Education, Equity

on theories of change thatengineers may engage with, which are reinforced by the neoliberalism governing broaderacademic structures, have often required marginalized students to draw inspiration from theirlived experiences outside of their engineering education, i.e. their funds of knowledge, culturalcapital, and/or community cultural wealth, as strategies for survival [16, 18, 20]. This use ofthese forms of wealth and capital as strategies of survival in the current form of engineeringeducation and practice stands in contrast to forms of engineering practice guided by liberatorytheories and frameworks, which provide more spaces for the community cultural wealth ofmarginalized people to be normalized as strategies to thrive, instead of

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

provide opportunities for the students to share theirthoughts. Faculty have several avenues for such opportunities including surveys and discussionboards for open channels of communication, class discussions, supplemental reading, andreflection assignments.This paper details the predominant themes found through qualitative analysis on responses fromboth the faculty and the students, the myriad of resulting positive outcomes, and various low-riskmethods for addressing such issues in the classroom. The observations, analysis, and conclusionsdrawn in this paper can be used to help foster implicitly inclusive classrooms.Related WorksMany factors impact student learning, the classroom, and how discussions of sensitive topics,including those centered

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

Paper ID #33726Sense of Belonging in Large Online Engineering Classes: A Scoping ReviewDr. Chelsea Haines Lyles, Virginia Polytechnic Institute and State University Dr. Chelsea H. Lyles (she, her, hers) is a Postdoctoral Associate for Outreach, Engagement, and Evalua- tion at the Center for Educational Networks and Impacts (CENI) at Virginia Tech. Her research interests include P-12 and higher education policy and finance, academic labor, graduate education, and assessment of student learning. By critically examining these areas, she aims to illuminate adverse, systemic impacts of policies and practices on historically

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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Diversity

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Culture & Social Justice in Education, Equity

highschool to graduate school and beyond [53], instead of one-of-a-kind efforts often takingthe form of one company stealing female talent from another to improve its diversitystats. Particular attention should be paid to the impact of gender stereotyping on careeraspirations of secondary-school students [54]. An important Microsoft study [55] hasfound that girls across 12 European countries tend to lose interest in STEM fieldsaround the age 15, when their confidence in being able to successfully pursue a careerin STEM drops markedly. A similarly comprehensive study of when/why girls loseinterest in STEM fields is lacking in the case of the US. Unfortunately, full gender equality in STEM remains elusive. I have alreadycited several sources

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Culture & Social Justice in Education, Equity

environmental racism, as well as students whohave been involved in climate activism in their non-academic lives, in the delivery of the coursematerials. Collaboratively, the 4-student, 1-instructor cogen team co-developed course contentrelating to the role of chemical engineers in advancing awareness of environmental injustice andits local, national, and global impacts on public health, economic security, racist violence, mentalhealth, and more. By starting an in-class dialogue about the responsibilities of the members of our discipline,we hope to engage students in broader issues such as diversity, equity, and inclusion of Black,Indigenous, and People of Color (BIPOC) individuals within STEM fields as well as the disparitiesin access to housing

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Sleep, University of Kentucky; Yasha Rohwer, Oregon Institute of Technology

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Culture & Social Justice in Education, Equity

Code of Ethics states that engineers shall, “Holdparamount the safety, health and welfare of the public.” Previous studies have shown that whenengineering solutions to problems, welfare may trade off with safety, if the financial expense ofsafety negatively impacts a client’s financial welfare. Thus, there is the potential for conflict ifengineers seek to hold both safety and welfare to be paramount. Research has shown thatundergraduate engineering students favor safety over welfare independent of a client’s ability topay.This paper completes a review of published research on student responses to safety and welfarein design supplemented with additional analyses. Based on these results, the authors developed aclassroom module, which we present

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Culture & Social Justice in Education, Equity

. Recognizing and supporting the efforts of Conferred the year-long title of “ExSJScholar students, faculty and community partners Scholar” on a first cohort in 2019 (8Schemes who are already engaged in community- students, 1 faculty member, 1 community situated, socio-technical projects. partner) and a second cohort in 2020 (5 students, 2 faculty members). Workshops and presentations that feature Host 3 ExSJ Professional DevelopmentProfessional examples and best practices to support events per semester (ongoing), open toDevelopment exchanges towards social /environmental

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

bridge forMariabella to connect to engineering. In contrast, Mariabella discussed the value of working inthe more open design context, where the group took up her idea as a meaningful experience. Mariabella’s experiences offer insight into what it might take to engage more youth frommarginalized backgrounds in engineering. Designing and developing ways for youths’knowledge and experiences to not only be elicited, but also have an impact is one direction thatmay support more youth connecting with engineering. Borrowing from science education: …lesson planning for agency requires teachers not only to allow space for students to exercise control over their own commitments to knowledge, but also to imagine students as

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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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Diversity

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Culture & Social Justice in Education, Equity

backgrounds and cultural differences [3], active learningstrategies to advance equity and improve the diversity of engineering students [4], and theincorporation of social justice into engineering education curriculum [5], [6]. The equitabletransformation of engineering education on a broad, impactful scale requires not individualsacting alone, but change teams. We define change teams as coalitions of individuals engaged inorganizational transformations.Teams offer the advantage of combining a diverse skill set of many individuals, as well asbringing together insider knowledge and external specialist expertise [1], [2]. Team members canuse each other as sounding boards, to debrief, and to work through challenges, which allows forthe creation of new

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

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Diversity

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Culture & Social Justice in Education, Equity

, more opportunities for students to engage in commonacademic interests, experiment with active learning through collaboration, and have morefrequent interaction with faculty. For the STEM FHF program, these key learning communityfeatures were embodied in: 1) mentoring between faculty advisors and all members of thestudent cohort, 2) mentoring between undergraduate student fellows and graduate mentors, and3) partnerships built through collaboration with stakeholders from community leaders andbusinesses in the direct community. The conceptualization of these interactions is featured inFigure 1 and inspired by the literature on high-impact practices, anti-deficit pedagogy, andinclusive learning [3], [5]-[7

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

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Diversity

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Culture & Social Justice in Education, Equity

systems design andmechanical systems design courses with the goal of disrupting the social/technical dualism presentin engineering curriculum that often discourages engineering students from learning about andparticipating in social justice issues and discussions. Using a modular four-step process the socialjustice assignments have students engage in engineering analysis while at the same timeconsidering the impacts of the engineering technology on different groups of people. The firstiteration implementing the modules in a thermal systems design course showed studentengagement in the topics, and overall, a positive experience for the both the instructor and thestudents. The next steps for this project are to incorporate social justice modules