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

idea that women and students of color favor socially relevantengineering content and contexts [32], [33]. However, such an approach has been met withresistance due to the overreliance on technical subject matter in the engineering curriculum [32],[34], [35]. Many engineering faculty, but certainly not all, resist curricular changes to due to“competing tendencies” rooted within the technical/social dualism [36, p. 238].MethodologyThis paper uses a quantitative approach to analyze engineering climate survey responses amonggender and sexual minority students. The survey was conducted in spring 2018 at a Mid-Atlanticuniversity as one component of a National Science Foundation grant that was awarded to theCivil and Environmental Engineering

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

opportunity to teach the class something entirely new toour Chemical Engineering curriculum that was not derivation, theory, or calculation. I honestlydo not understand to this day why students did not jump at the opportunity to do this. Either way,I made sure to draft my email to get in the cogen team and get to work on this topic. Initially, Iwas thinking of the Great Barrier Reef getting bleached and closer to dying. That was my motivefor joining, however, it continued to grow and evolve as we bounced ideas off of each other’sheads. As time went on, getting the autonomy to create a lesson plan from start to finish helpedto grow my interest in the topic. We supplemented our lecture with breakout rooms based on four topics that each of

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

experiences Present Work 2020 Campus and Instructor- Curriculum change, Classroom driven and student surveys, and Climate student-driven projects.Research ContextThis paper reports on three successive studies aimed to improve students’ sense of belonging inengineering programs. The first study examined the existing student culture in terms ofdiversity and inclusion; the results from this study were used to design several interventions.The first-year intervention was a new workshop about diversity in engineering in theIntroduction to Engineering course, taken by all first-year engineering and computer sciencestudents. The next

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

) 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

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

and baccalaureate transferinstitutions reviewed and updated articulation agreements. In the Engineering Summer BridgeProgram’s first two years, forty-five (45) students who would otherwise have been deniedadmission to EP are thriving and are positioned to transfer to four-year engineering programs.In this paper, Wright College will review the college’s equity efforts, the structure andimplementation of the Engineering Pathways, and the creation of new engineering transferprograms. It will explore visible and invisible barriers to students’ success, contrasting students inWright College’s EP program with other Wright College students. The authors argue that thesystemic pursuit of equity, particularly with a focus on self-efficacy, belonging

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

., Conkey, A., & Shryock, K. (2005, October). A project- based approach to first-year engineering curriculum development. In Proceedings Frontiers in Education 35th Annual Conference (pp. T3H-T3H). IEEE.Grosz, B. J., Grant, D. G., Vredenburgh, K., Behrends, J., Hu, L., Simmons, A., & Waldo, J. (2019). Embedded EthiCS: integrating ethics across C.S. education. Communications of the ACM, 62(8), 54-61.Harding, Sandra: (1991). Whose Science? Whose Knowledge? Cornell University Press, Ithaca. 13Harrington, C., Erete, S., & Piper, A

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

institute of Technology. Sriram received a B.E degree in Computer Science and Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has

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

a motivating force that influences behavior. Strayhorn and others who have extended theframework have found that a student’s cognitive and emotional engagement in campus culture islinked to success. This engagement may be even more impactful for students who areacclimating to a new setting culturally, such as first-generation and underrepresented minoritystudents. Considering pandemic-enforced online learning drastically reduced the richness ofcampus culture and opportunities for engagement, we believe that exploring the attention tointeraction with peers and professors in classes is a critical task for engineering educationresearch to address.With the goal of targeting scholarship at the intersection of sense of belonging and

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

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

. A. Mejia, and S. M. Lord, "Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values," in American Society for Engineering Education Annual Conference and Exposition, Tampa, FL, 2019. [Online]. Available: https://peer.asee.org/33543. [Online]. Available: https://peer.asee.org/33543[25] G. D. Hoople, D. A. Chen, S. M. Lord, L. A. Gelles, F. Bilow, and J. A. Mejia, "An Integrated Approach to Energy Education in Engineering," Sustainability, vol. 12, no. 21, p. 9145, 2020.[26] P. Freire, The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin and Garvey, 1985.[27] P. Freire and D. Macedo, Literacy: Reading the word and the world. Routledge

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

beliefs.Participants were junior and senior undergraduate civil engineering students (n = 21; 57%women/43% men) enrolled in a professional development, community, and strategic changecourse offered within the department. The course was not required in the curriculum, thusstudents participated in this course in preparation to volunteer in a mentoring program forCIVIL ENGINEERING STUDENTS’ PERCEPTIONS OF INFRASTRUCTURE INEQUITYincoming sophomores. Participants ranged in age from 20 to 25 (Mage = 21.6, SD = 1.2).Participants identified predominantly as White (76.2%), with 4.8% identifying as Black orAfrican American, 9.5% identifying as Asian, and 9.5% identifying as Multiracial. Data wascollected during the Fall 2020 semester using an online survey platform

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Students /Topics Because Classrooms EngagingOf Their Students Influence Category 1: Ill-Equipped Category 6: Category 8: No to Talk Concern About Answer, No Opinion, About It / 14 11 16% 52% Change / Don't No Change Don’t Know Want Change the Right AnswersEvaluation FindingsFrom Table 4, while 12 of the 86 students were not interested in adding any curriculum relatingto engineering ethics to their

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

orcontributing to the push out factors of under-represented engineering students. We makerecommendations for a behavioural-approach to diversity to address push out behaviours.Representation gap in the student cohort can amplify the effect of existing male-dominatedimage of engineers, in that new rhetorics are used to reinforce the dominant images and justifypush out behavior towards female students. Therefore, the under-represented students’ strugglewith these rhetorics, and their alternative discourses, receive important attention in this section.We do not assume that the described experiences below are uniform experiences of all studentsin our local community nor our institution.3.1 Socially Mediated Barriers and Enablers to Pursuing Engineering

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

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

alternativeviewpoint, McGee et al. defines the term equity ethic as a concern for helping others or desire tochallenge social inequities due to exposure to social suffering [22]. Practicing social justice inengineering education has been described heavily by Leydens and Lucena in their bookEngineering Justice [23]. Related to social justice, Canney and Bielefeldt developed an instrumentto study the professional social responsibility development of engineering students [24]. Moredirect approaches to DEI interventions have become more common in the past few years. As such,new instruments have been developed to study the impacts of these interventions like the ValuingDiversity and Enacting Inclusion in Engineering Scale [25 & 26]. This research study aims to

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

Tagged Divisions

Culture & Social Justice in Education, Equity

safety andwelfare in the NSPE engineering code of ethics’ first canon.Social Justice in Engineering Many definitions exist of social justice in engineering. As defined by Lucena [3] social justiceis approached through "practices, including those by engineers, that should attempt to an equaldistribution of rights, opportunities, and resources to enhance human capabilities and reduce therisk and harms among the citizens of society." Other definitions exist but most describe anattempt toward and equitable distribution of opportunities and resources to enhance human lifewhile reducing risks [4]. To have equitable distribution of opportunities and resources, engineersmust be able to navigate the tradeoff between safety and welfare in design.For

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

asocialperspective. It could involve confronting an authority figure who represents power [4].The curriculum intervention described here is in response to some students and faculty within ourdepartment who have recently called for a broader engineering curriculum, within (not separatefrom) their mechanical engineering courses. For example, in thermal/fluids courses we discussfundamentals and design of systems, but rarely do we consider the full effects of designs ortechnology on the environment or society. We evaluate designs based on “will it work” and acompany’s bottom line but often do not consider other costs such as environmental, anddetermining who benefits and who is perhaps hurt by a new technology. In mechanical systemsdesign courses, one of the

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

Paper ID #34275Supporting Equitable Team Experiences Using Tandem, an Online Assess-mentand Learning ToolDr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. She is one of the faculty co-innovators behind Tandem.Dr

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

Tokyo, Japan.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the

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

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

disciplinaryand interdisciplinary practices by traditionally marginalized student populations enrolled inSTEM fields [22], [24], [25]; increased retention of the targeted students [17], [22]; and ASEE 2021increased interest in community outreach activities and collaborative learning within studentteams [5], [16], [17].Figure 2. The Renaissance Foundry Engine (as cited in Arce et al., 2015)Applications of the Foundry to the Curriculum DesignIn the context of the STEM FHF program, the Foundry provided a guiding platform by which toorganize student experiences for each of the semester. The program was designed to scale up,progressively, student-centered experiences and expectations from the Fall

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Paper ID #33692Revolutionizing Grading: Implications on Power, Agency, and EquityDr. Melissa Ellen Ko, Stanford University Dr. Melissa Ko comes to the engineering disciplines with a unique background in computational cancer biology research, discipline-based educational research, and teaching roles across multiple institutions and audiences. Melissa Ko earned an S.B. in biology from MIT and a PhD in cancer biology from Stan- ford University. Her graduate research developed novel computational pipelines to visualize single-cell high-dimensional data and infer patterns of change from snapshots collected across time. After