Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College

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Culture & Social Justice in Education Division (EQUITY), Equity

. 4CIP codes generally apply to all levels of certificates and degrees. So, this is an issue forthe CIP code used to describe some ET programs like Mechanical ET and Electrical ET.The two-digit designation used for ET programs is 15.XX, defined in the CIP as“Engineering/Engineering-Related Technologies/Technicians”. So, this classificationgroups the 2-yr Associate and the 4-yr Bachelor degree together. The classification alsomay include the programs that have less engineering and more management courses intheir curriculum. The corresponding SOC Crosswalk code is (17-3020) “EngineeringTechnologists and Technicians, Except Drafters”.For example, the CIP for Mechanical Engineering Technology programs that mostinstitutions use for reporting is (15

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Culture & Social Justice in Education Division (EQUITY), Equity

and undergraduates. Webrainstorm how engineering educators can build deeper understanding of these organizationalprocesses into everyday classes and programs. We consider the need for more research onworkplace practices that frame and stratify early-career engineers’ experiences, and moretranslation of those findings to day-to-day “toolkits” for new engineers.1. IntroductionEngineering students, especially those without internship, co-op, or industry job experience buteven those with that experience, may have limited knowledge about workplace procedureinvolving management, reporting, and advancement. Brunhaver et al.’s [1] findings suggest thatfew recent engineering graduates report having knowledge of organizational practices at thepoint of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University

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Paper ID #36943Teamwork Perception in Engineering Programs through the Lens of Genderand RaceDr. Raheleh Miralami, Mississippi State UniversityDr. Saeed Rokooei, Mississippi State University Saeed Rokooei is an assistant professor in the Building Construction Science program at Mississippi State University. His professional responsibilities include project planning and management as well as architectural design practice in private and public construction and engineering firms. He has taught in architecture and construction programs since 2006. Dr. Rokooei’s primary research interests include simulation and serious games

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38699Indigenizing the Artificial Intelligence (AI) Programmed EngineeringEducation Curriculum, Challenges and Future PotentialsDr. Bahar Memarian, University at Buffalo, The State University of New York Dr. Bahar Memarian is an interdisciplinary researcher and educator with more than 10 years of research and teaching experience at the intersection of applied and social sciences. She has designed and executed research projects as both a team leader and a member. She has also developed and delivered learning modules and courses in the areas of STEM, design, and engineering education at the secondary and

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

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Culture & Social Justice in Education Division (EQUITY), Equity

awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Culture & Social Justice in Education Division (EQUITY), Equity

IDEA Engineering Student Center created asimilar program for engineering majors in other departments. The GEAR program was piloted in2019 and is modeled heavily after ERSP [2, 3].GEAR Academic-Year Program StructureGEAR is an academic-year program for undergraduate engineering students, and while GEAR isopen to all engineering students, it focuses on students from populations traditionallymarginalized in engineering. GEAR is a scaffolded program specifically designed for studentswith little to no prior research experience. A typical GEAR student applies for the program at theend of their first-year and participates in GEAR during their second-year. GEAR seeks to helpparticipants build a foundation of research knowledge and skills, gain

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

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Culture & Social Justice in Education Division (EQUITY), Equity

werearrogant, aggressive, and disingenuous, while also coming from a different background fromthemselves.Methodology The current qualitative research is based on 33 interviews of mentors and minorityprotégés within the Louis Stokes Alliance for Minority Participation (LSAMP) program inScience, Technology, Engineering, and Mathematics (STEM) across four universities within astatewide university system, in the United States of America, and funded by the National ScienceFoundation (NSF). These 33 participants are from four different institutions under the samesystem. The lead institution is a public, land-grant research university and predominantly White,having recently been designated a Hispanic Serving Institution. One of the institutions is a

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

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Culture & Social Justice in Education Division (EQUITY), Equity

ideologies reinforce one another, and are deeply ingrained in the culture ofengineering education and contribute to the reproduction of inequalities within engineering [20],[21]. Meritocracy and depoliticization are upheld not just by institutions and departments, but byfaculty and staff making transformational change in graduated education hard. To effectively create transformational change in graduate education, systems-levelchanges are needed. Unfortunately, lasting reform in graduate education is challenging for thereasons noted above as well as others. For one, some graduate engineering programs are decadesold and include systems that were designed intentionally to withstand sudden changes [22].Overcoming such challenges requires

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Culture & Social Justice in Education Division (EQUITY), Equity

communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Culture & Social Justice in Education Division (EQUITY), Equity

believe that thesestories will demonstrate the impact of decolonizing and Indigenizing engineering curricula and practicefor all those involved, Indigenous and non-Indigenous. We hope we can demonstrate what that often-daunting work looks like in practice and build a model that inspires other programs to learn from ourstories and begin their own.References[1] Haynes Writer, J. (2008). Unmasking, exposing, and confronting: Critical race theory, tribal criticalrace theory and multicultural education. International Journal of Multicultural Education, 10(2), 1–15.[2] Seniuk Cicek, J., Herrmann, R., Forrest, R., & Monkman, K. (2022). Decolonizing and IndigenizingEngineering: The Design & Implementation of a New Course. Proceedings of the

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

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Paper ID #41492Addressing Issues of Justice in Design Through System-Map RepresentationsDr. Alan Cheville, Bucknell University Alan Cheville studied optoelectronics and ultrafast optics at Rice University before joining Oklahoma State University working on terahertz frequencies and engineering education. While at Oklahoma State he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Foundation, he served as chair of the ECE Department at Bucknell University. He is currently interested in engineering design

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

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Culture & Social Justice in Education Division (EQUITY), Equity

focused on developing higher reliability Technical Language Models (TLMs) which are essentially knowledge-graph backed LLMs that can pinpoint where information was drawn from within a complex information environment. He also works toward improving CS education, broadening participation in computing, and incorporating ethics into CS education.Christopher Isaac Fulton ©American Society for Engineering Education, 2024 An Experience Report on Reducing Barriers by Removing Prerequisites for a CS 1 Introductory Programming Course Udayan Das† Chris Fulton Mathematics and Computer Science School of Continuing and Professional

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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Culture & Social Justice in Education Division (EQUITY), Equity

., & Rong, Y. (2023, June), Tracing the policy shift to new engineering education in China: An analytical lens of historical institutionalism Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/44512Yanru Xu Dr Yanru Xu is a postdoctoral research fellow in University of Chinese Academy of Sciences. Her research interests focus on research-teaching-study nexus in higher engineering education, higher education management, and the sociology of higher education.Ji’an Liu ©American Society for Engineering Education, 2024 How could a New Educational Design Broaden Inclusion of Higher

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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her Ph.D. in Chemical Engineering from Northwestern University in 2022. Her areas of expertise include computational modeling of cell-based therapies and integrating social justice concepts into engineering curriculum.Chlo´e M. ArchuletaAdrien DeberghesBeth DiBiaseRuihan LiJeffrey RichardsLinsey SeitzDr. Jennifer Cole, Northwestern University Jennifer L. Cole is the Assistant Chair in Chemical and Biological Engineering in the Robert R. Mc- Cormick School of Engineering and the Associate Director of the Northwestern Center for Engineering Education Research at Northwestern University. ©American Society for Engineering Education, 2023 Designing, codifying, and implementing social justice

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Culture & Social Justice in Education Division (EQUITY), Equity

, and an African Americanwoman, all arrive at this work as engineers and engineering education researchers withcommitments for improving engineering education. They contributed to the paper by offeringfeedback on the research design, methodology and interpretation of the findings. Additionally,they assisted the lead researcher in situating the research findings within an STEM highereducation and entrepreneurial programming context. The interviews in this study come from alarger project in which the second and third author collected data. The second and third authorleveraged their relationships with women of color faculty in STEM higher education to recruitparticipants.LimitationsThere are several limitations of the study. One limitation is that

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

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Culture & Social Justice in Education Division (EQUITY), Equity

more systematic inquiry into the rest of the data and other coursecomponents. Additionally, we hope that some of the findings in this paper might provide insightinto our course design (specifically the design of the weekly reflections), student thinking, andpotential future directions for both research and practice. These insights could prove useful tothose at other institutions who are interested in using reflection activities in their own courses tocenter sociotechnical and justice components.Methods and AnalysisContextThe context for this work is a first-year engineering computing course at Tufts University, amedium-sized private university in the northeast U.S. The course previously focused on teachingbasic programming skills in Python or

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43995Outsiders: Pathways and Perspectives from Engineering Education PhDsOutside AcademiaDr. Meagan C Pollock, Engineer Inclusion As an engineer turned educator, through her company, Engineer Inclusion, Dr. Meagan Pollock focuses on helping others intentionally engineer inclusion™ in education and the workforce.Dr. Hoda Ehsan, The Hill School Hoda is Chair for Engineering and Computer Science Department and the Director of Quadrivium Design and Engineering at The Hill School. She holds a Ph.D in Engineering Education from Purdue University, M.S. in Childhood Education from City University of New York, and B.S. in

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43469Storytelling in Engineering as a Justice-centered MethodologyRobyn Mae Paul, University of Calgary Robyn Paul is a Assistant Professor in the Sustainable Systems Engineering program at the University of Calgary. Her work looks at using best practices from ecofeminism to deconstruct the dominant normative culture of engineering education. ©American Society for Engineering Education, 2024 Storytelling in engineering as a justice-centered methodologyI recently completed my PhD in Engineering, where my work brings light to the normativecultures of engineering education. By applying

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan

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Culture & Social Justice in Education Division (EQUITY), Equity

, University of Michigan Lisa Lattuca, Professor of Higher Education and member of the Core Faculty in the Engineering Education Research Program at the University of Michigan. She studies curriculum, teaching, and learning in college and university settings, particularly how facDr. Joi-Lynn Mondisa, University of Michigan Joi Mondisa is an Associate Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michigan Ann Arbor.Dr. Erika Mosyjowski, University of Michigan Erika Mosyjowski is the Research and Faculty Engagement Manager in the Center for Socially Engaged Design within University of Michigan College of Engineering. She earned a PhD and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College

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Culture & Social Justice in Education Division (EQUITY), Equity

undergraduate student researchers who arementored by the PI on the study, but the student researchers lead all research efforts includingstudy design, program development, data collection and analysis. Outline of Proposed Educational Programming The proposed program is broken down into two-hour meetings week over a total of 10weeks. Program design is intended to support youth from 8 to over 18 years old. The 10-weekprogram is divided down into a total of three learning periods: introduction to engineering tools,introduction to harm reduction in engineering, convergence and divergence in prototyping, andending with a celebration of the final designs. Although each period may appear to be distinct,each period builds upon the next allowing

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

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-funded project, and the coordinator of a Latinx Femtoring/Mentoring program at NMSU.Luis Rodolfo Garcia Carrillo Luis Rodolfo GARCIA CARRILLO received the PhD. degree in Control Systems from the University of Technology of Compi`egne, France. He was a Postdoctoral Researcher at the Center of Control, Dynamical systems and Computation at UC Santa Barbara, USA. He currently holds an Assistant Professor position with the Klipsch School of Electrical and Computer Engineering at New Mexico State University, USA. ©American Society for Engineering Education, 2023 Latinx undergraduate students: Finding a place of belonging in Engineering

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

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Culture & Social Justice in Education Division (EQUITY), Equity

engineering as a program (pre- and post-enrolment); and the significance (if deemedapplicable or relevant) of their identity to themselves and to creating a positive and dynamic learningenvironment [3], to name a few. As previously mentioned, students were also questioned about theirtime utilization and management, and how (if at all) it tied into stress (“What are the top three outsidefactors impacting how you manage your course load since starting at SFU/VIU?”). These effortswere made to provide students with questions more directly in line with the project’s main goal.The updated survey was coded with respect to the three psychological needs of SDT, resulting in thefollowing distribution: 39 autonomy; 35 competence; 52 relatedness. Note that more

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

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Culture & Social Justice in Education Division (EQUITY), Equity

: 10.1103/PhysRevPhysEducRes.17.020140.[15] W. Roldan et al., ‘University Makerspaces: Opportunities to Support Equitable Participation for Women in Engineering’, Int. J. Eng. Educ., vol. 34, no. B, pp. 751–768, 2018.[16] E. O. McGee and D. B. Martin, ‘“You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students’, Am. Educ. Res. J., vol. 48, no. 6, pp. 1347–1389, Dec. 2011 [Online]. Available: 10.3102/0002831211423972.[17] A. E. Zaghi et al., ‘Unique Potential and Challenges of Students with ADHD in Engineering Programs’, presented at the 2016 ASEE Annual Conference & Exposition, 2016 [Online].https

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University

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Culture & Social Justice in Education Division (EQUITY), Equity

colonialism [4], [5], [9], [11], [12].Because colonization led to the loss of language, land, and spirituality that replaced holisticSTEM with Western STEM education, Indigenous students can consider their cultures andSTEM as separate [4], [12].However, researchers have shown how this separation is an illusion, as Indigenous peoples of theUSA have long practiced STEM through their own spiritual values and practices. For example,Jordan et al. [10] demonstrated how the processes, practices, and thinking of Navajo making hassimilar attributes to the Western standardized engineering design process. Other research on thismisconceived illusion looks at reconnecting culture and STEM through the identity ofIndigenous students and scholars [4], [12], [13

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

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Culture & Social Justice in Education Division (EQUITY), Equity

retain women faculty in engineering, institutions need to address bias and chilly environments within all ranks, evaluate and make necessary policy changes, and offer more support through networking, mentoring, and equal distribution of teaching and service roles [5]–[7], [9], [11], [13], [14].Panel MethodologyThe ASEE Board of Directors designated 2021 – 2022 as the Year of Impact on Racial Equitywith three areas of focus: The Faculty and Administrators Pillar, The Engineering Design TeamsPillar, and The P-12 Parents and Guardians Pillar. The first pillar serves as the impetus for thispaper. In response to the Year of Impact, the Program Chairs of four ASEE divisions(Engineering Management, Engineering Economy, Industrial

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Garver Stirrup, University of Colorado, Denver

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Paper ID #40124Mastery Grading for Equity in a Chemistry for Engineers CourseSusan Garver Stirrup, University of Colorado, Denver Susan Garver Stirrup is a full time Instructor in the College of Engineering, Design, and Computing at the University of Colorado Denver. Her primary focus is developing and delivering the Chemistry For Engineers course, tailoring the chemistry content for mechanical, civil, and electrical engineering students. ©American Society for Engineering Education, 2023 Mastery Grading for Equity in a Chemistry for Engineers CourseMany teachers and instructors have used the

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

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Culture & Social Justice in Education Division (EQUITY), Equity

associated with creativity, innovation,and risk-taking which are critical skills for 21st century engineers [7]-[9]. However,neurodivergent individuals are severely underrepresented in engineering programs. In fact, onestudy of individuals diagnosed with attention deficit/hyperactivity disorder (ADHD; N = 68)found that only 3% of students across the university were studying engineering [10]. Syharat,Hain, and Zaghi [11] posit that this low representation is because neurodivergent students areminoritized by the rigid structures and barriers created by traditional education systems.Traditionally, higher education courses are designed for “average” or “typical” students and thusare not designed to support the variety of learners’ needs, abilities, and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio

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Culture & Social Justice in Education Division (EQUITY), Equity

has been argued that there is a lack ofpreparation in the graduate programs to support future faculty to become engineering educators –especially Black, Indigenous and People of Color (BIPOC) [4-7]. Research also shows that themost valued career path among doctoral engineering students is that of academia, but there isalso a limited number of tenure-track positions that may be available for students in the future[3]. This trend means that future efforts for the preparation of graduate engineering students forthe professoriate must involve actions that contribute to the professional development of futureeffective and equity-minded engineering educators with an emphasis on pedagogical methods.Prepared or not, the reality is that doctoral

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Culture & Social Justice in Education Division (EQUITY), Equity

. ©American Society for Engineering Education, 2024 Exploring early-career professionals’ conceptions of “stretch assignments”: A qualitative study of recent graduates from engineering and non-engineering fields1.0 IntroductionEarly-career engineers often enter workplaces that have not been designed with equity in mind.Beliefs about techno-meritocracies reign, blurring experiences of negative stereotypes, bias, anddiscrimination. Many new engineers learn largely opaque organizational practices and unwrittenrules of advancement as they go—with some having more informational advantage than others.One such practice is a developmental, or “stretch”, assignment. We define stretch assignments asinformally allocated work

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

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Culture & Social Justice in Education Division (EQUITY), Equity

Summer Institute Model for Engineering StakeholdersIntroduction There have been many initiatives to improve the experiences of underrepresentedstudents designed to increase their desire to pursue the field of engineering. Programs include K-12 outreach initiatives as well as STEM interventions to address issues related to interest, self-efficacy, and retention [1], [2]. However, despite these efforts, the number of underrepresentedpopulations in the engineering workforce indicates lingering disparities. For instance, within the2021 engineering workforce, women and underrepresented minorities (e.g., Black, Hispanic, andAmerican Indian/Alaskan Native) comprised only 16% of those in science and engineeringoccupations [3]. Engineering