Displaying results 1 - 30 of 95 in total
Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand
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of amulti-modal device was in the mid-1970s with a system called Optacon. This system uses asmall camera to read information and convert it into tactile stimulation of a user’s finger througha vibrotactile matrix [16].The sections that follow detail and compare the newer assistive technologies that have emergedas they relate to the field of engineering and the diverse content the discipline covers. Thisengineering content can comprise diagrams and schematics (in electrical, mechanical, andarchitectural engineering), graphs and charts (in materials science and computer science), ormolecules and chemical structures (in physics and chemical engineering). These assistivetechnologies rely on auditory, tactile, and multi-modal approaches to
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette
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Paper ID #38328The Curriculum Puzzle: Developing and Integrating Materials to Localizea CurriculumNrupaja Bhide, Purdue University, West Lafayette Nrupaja is a graduate researcher at the School of Engineering Education at Purdue University. She is interested in exploring how local knowledge can be centered in STEM curricula. ¨Ya˘gmur Onder, Purdue University, West Lafayette ¨ Ya˘gmur Onder is an undergraduate at Purdue University majoring in Mechanical Engineering and minor- ing in Global Engineering Studies. She’s involved with DeBoer Lab in Purdue’s School of Engineering Education research where her
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
in the University of Michigan’s College of Engineering Technical Communication Program. He regularly teaches first-year, intermediate, and senior writing courses for students in all engineering disciplines, but especially Mechanical Engineering and Computer Science Engineering. His research focuses on the interplay between identity, experience, and agency in language and literacy practices in technical and workplace communication contexts through translingual and linguistic justice frameworks. ©American Society for Engineering Education, 2024 Mechanical engineering reasoning diagram: How can modeling engineering thinking support learning in writing intensive labs?The
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- 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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disabling when the environment does not support their access andparticipation, others emphasize neurodiversity as an aspect of diversity akin to gender orrace/ethnicity, and some view their neurodivergence as an integral part of their identity [6]. In thefirst view, accommodations are viewed as a means of providing access and leveling the playingfield for neurodivergent people. Both views are in sharp contrast with the medical model thatpathologizes neurodiversity and views neurodivergent individuals as deficient and seeksinterventions that aim to “fix” or “mitigate” individuals’ deficiencies. In this deficit-based view,accommodations are viewed as a mechanism to “compensate” for deficits.Prior research about neurodiversity found that it might be
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
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- Culture & Social Justice in Education Division (EQUITY), Equity
-Lopez’s partnership with the PI expanded innovative programs such as megaGEMS Virtual Research camp, miniGEMS virtual after school clubs, miniGEMS virtual Spring Break camp, and the megaGEMS AEOP Apprenticeship.Dr. Diane L Peters P.E., Kettering University Dr. Peters is an Associate Professor of Mechanical Engineering at Kettering University.Dr. Michael Frye, University of the Incarnate Word Michael T. Frye, Ph.D. is a Professor of Engineering in the Department of Engineering at the University of the Incarnate Word, in San Antonio, TX. He is an Electrical Engineer who specialized in the field of nonlinear control theory. ©American Society for Engineering Education, 2024How to Develop a Culture
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- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- 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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enactment of liberatory pedagogy is discussed through the perspectives of JEDIalumni.2. Literature ReviewThis section includes a review of literature focused efforts that seek to improve the experiencesof marginalized undergraduate engineering students or support them in creating change in theirlocal university or community context.2.1. Student Support ProgramsPrevious scholarship indicates that interventions offered by diversity engineering programs(DEPs) and minority engineering programs (MEPs) can improve marginalized students’undergraduate experience [1]. In particular, both faculty and peer mentorship programs forhistorically oppressed students have been identified as powerful support mechanisms inundergraduate engineering education [2
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- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
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, wasexpanding the focus on system maps and the supporting activities required to do this. Figure 2shows a timeline of when different elements of the course related to system maps wereintroduced over the five-semester duration of the action research project; these are discussedbelow. Note that in one semester, spring 2022, the course was assigned to other faculty andresults are not available. The modifications made to the course over the five-semester durationof the action research project related to providing students additional perspectives on largersocietal issues related to justice are described below. While the practical mechanics of teachingrequired multiple changes to course timing, organization, and content, below we focus on thosethat were the
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- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
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- 2025 ASEE Annual Conference & Exposition
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- Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University
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Paper ID #48403Critical Analyses of the Experiences and Perspectives of Multiply-MarginalizedUndergraduate Engineering StudentsDr. Corin L. Bowen, California State University, Los Angeles Corin (Corey) Bowen is an Assistant Professor of Engineering Education, housed in the Department of Civil Engineering at California State University - Los Angeles. Her engineering education research focuses on structural oppression in engineering systems, organizing for equitable change, and developing an agenda of Engineering for the Common Good. She teaches structural mechanics and sociotechnical topics in engineering education and
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University
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Paper ID #38106Narratives of Identity Coherence and Separation in the Figured Worlds ofUndergraduate Engineering EducationGabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Isabel Miller, University of Michigan; Karin Jensen, University of Michigan
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responded to the survey,with the majority of students being from Biomedical Engineering or Mechanical Engineering(Table 1). No students from Data Science or Naval Architecture and Marine Engineeringcompleted the survey. Two students indicated their major was not listed.Table 1. Participant’s Major in College of Engineering. Major % n Mechanical Engineering 23.29% 34 Biomedical Engineering 22.60% 33 Computer Science 9.59% 14 Chemical Engineering
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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following section. This is an ongoinganalysis and the research team hopes to conduct more rigorous analysis on participants’understandings of power.Positionality StatementHere we address our positionalities as researchers, critical to reflexively acknowledging ourstance as researchers. The first author conducted the interviews, ran the co-design sessions andanalyzed the data [29]. She is a first generation Latina with a background in mechanicalengineering. These identities impacted the research because in her own education, there weretimes where she connected to the material and enjoyed her learning experiences, and other timesneither was true. The second and third authors joined the research team during the data analysisphase.The second author is
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- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Fatemeh Khalkhal, San Francisco State University; Stephanie Claussen, San Francisco State University; Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Elysee Matembe Ekanga, San Francisco State University (SFSU)
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Paper ID #46810Underrepresented minority students’ portrayal of engineering and what engineersdoDr. Fatemeh Khalkhal, San Francisco State University Dr. Khalkhal is an associate professor of mechanical engineering at San Francisco State University (a primarily undergraduate and Hispanic-serving institution). Her research work in engineering education involves broadening the participation of women and underrepresented minorities in engineering and understanding the relationship between teamwork experience and team disagreements in the formation of engineering identity among diverse students.Dr. Stephanie Claussen, San
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
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performance. Zero, a sophomore student inmechanical engineering technology, and Xiomara, a junior student with a minor in mechanicalengineering respectively mentioned, “I like the people in my major a lot, not just as like, "OH,they're nice professors," but like as actual people. They're very kind, and they really do try tohelp you out as best as they can” and “The actual college of engineering classes that I havetaken, I've had nothing but great things. Like they've actually made me believe that I could do it.”Also, Gillian, a junior student in mechanical and aerospace engineering, agreed with her peers inemphasizing the key role that having supportive faculty has on students, she added, “I feelcomfortable with my professors, even if I don't know
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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Paper ID #36961Student Definitions of DEI in First-Year Engineering and Capstone DesignDr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor in the department of Mechanical and Industrial Engineering. Her research interests include DEI in STEM, lab and design course pedagogy, and information literacy.Dr. Susan F. Freeman, Northeastern University Susan Freeman, is a member of Northeastern University’s first-year engineering facutly, a group of teach- ing faculty expressly devoted to the first-year Engineering Program at Northeastern University. The focus of this team is on providing a
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- 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
[20]. These ideologies were materialized by creating labels for Latino/a/x students such asLimited English Proficiency (LEP), disabled, inner-city, or remedial, which placed students withthese labels as inferior, deficient, and in need of remediation or “fixing.”These deficit perspectives permeate not just elementary and secondary education, but alsomanifest in the way we create curriculum, give lectures, and prepare exams in higher education.Engineering education is not the exception. Davis and Museus [20] argue that deficit thinking isa symptom of a larger system of oppression emerging from classist and racist ideologies, as wellas being rooted as a response to the strong-hold beliefs on meritocracy, objectivity, andcolorblindness
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- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College
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Paper ID #47557The impact of technology on minoritized students’ agency and environmentalresponsibilityMobina BeheshtiJulia WilderAnnick M ManseauSofia Ella MigonIsabella Stuopis, Brown University Lecturer in Engineering at Brown University. Former Postdoctoral Research Fellow at Boston College in Human Centered Engineering program under mentorship of Professor Avneet Hira. Earned PhD in Mechanical Engineering at Tufts University under mentorship of Kristen Wendell. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistants, makerspaces, broadening
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- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
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Paper ID #42450From Their Perspective : What underrepresented students in engineeringsay about the effect of assessment and reporting practices on their level ofconfidence.Ms. Lindsay Harley, Dartmouth College Lindsay Harley, is an undergraduate student at the Thayer School of Engineering at Dartmouth, pursuing a B.E. in mechanical engineering. She is passionate about making education more accessible and equitable, and her current research focuses on improving assessment and reporting practices.Dr. Vicki V. May P.E., Dartmouth College Vicki V. May, Ph.D., P.E. is an Instructional Professor of Engineering at the Thayer School
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- Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
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- 2025 ASEE Annual Conference & Exposition
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- Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
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explores the integration of green materials, lifecycle assessment, and resilient engineering practices in pavement design. Through his research, he seeks to address key challenges in infrastructure sustainability while promoting long-term resilience in the face of climate change and increasing urban demandsDr. Olushola V. Emiola-Owolabi, Morgan State University Olushola Emiola-Owolabi graduated from the Advanced Studies, Leadership, and Policy at Morgan State University with a PhD. She is an engineering pedagogy specialist, researching active learning in engineering classrooms and specializing in qualitative methods research on teaching and learning – particularly in remote synchronous learning environments.Mr. Pelumi
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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Paper ID #39187Work In Progress: Evaluating the Cultural Context of Engineering andEngineering-Related Concept Inventory Assessment ItemsShauna N. Adams, Purdue University, West Lafayette Shauna is currently a PhD student in Engineering Education at Purdue University. She previously worked for 10 years as a Systems Surety Engineer and 15 years as a coordinator/advisor of various pre-college en- gineering programs. Shauna earned her BS in Mechanical Engineering from North Carolina Agricultural and Technical State University and her MS in Mechanical Engineering from The Ohio State University. Her research interest includes
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- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College
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public and private sources to support her collaborative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, and the Chicago Tribune. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agricultural and Mechanical University – Florida State University College of Engineering, and an S.M. and Ph.D. from the MIT Media Lab.Dr. Brianna Blaser, University of Washington Brianna Blaser is a counselor/coordinator at the DO-IT Center at the University of Washington where she works with the AccessEngineering program. She earned a bachelors degree in math and psychology at Carnegie Mellon University and a PhD in women studiesJoanna Goode, University of OregonProf
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego
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Paper ID #42714 Engineering from the University of Michigan in 2004. His research activities include Hall thrusters, gridded ion engines, diagnostics for plasma interrogation and thruster characterization, vacuum facility effects, helicon plasma sources, and plasma-material interactions. He has authored 130 journal articles and conference papers in the fields of electric propulsion and plasma physics. Dr. Walker is the director of the NASA Joint Advanced Propulsion Institute. Dr. Walker serves as the American Institute of Aeronautics and Astronautics (AIAA) Deputy Director for Space Rockets and Advanced Propulsion and as an Associate Editor of the Journal of Spacecraft and Rockets. He is also a consultant to the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- 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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, project management methodologies, construction education, data analyt- ics, creativity and innovation, and emerging technologies. He is actively pursuing the development of educational techniques and methods in construction. He has developed construction-based simulation applications and strives to bring aspects of project management into simulation applications.Dr. Tonya W. Stone, Mississippi State University Tonya Stone is an assistant professor of mechanical engineering at MSU. Her research interests include multiscale materials modeling, mechanical behavior and characterization of materials, and modeling of nanomechanics/nanomaterials.Mr. George D Ford, P.E., Mississippi State University Dr. George Ford P.E. is the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University
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Paper ID #37136Overrepresented Not-Marginalized: Unpacking the Racialization ofAsians and Asian-Americans in Engineering EducationMr. Jerry Austin Yang, Stanford University Jerry A. Yang is a doctoral student and graduate research assistant at Stanford University pursuing a PhD in Electrical Engineering and a MA in Education. He received a BS in Electrical Engineering from the University of Texas at Austin with a certificateAnthony Lising AntonioDr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
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Paper ID #43209Promoting Belonging in Engineering through the Creation of Youth-CenteredTechnology-Rich SpacesKiana Alexa RamosDr. Isabella Stuopis, Boston College Postdoctoral Research Fellow at Boston College in Human Centered Engineering program under mentorship of Professor Avneet Hira. Earned PhD in Mechanical Engineering at Tufts University under mentorship of Kristen Wendell. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistants, makerspaces, broadening participation in engineeringEmanuel Joseph LouimePeyton Elise CarterCaitlyn HancockDr. Avneet
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- Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
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- 2025 ASEE Annual Conference & Exposition
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- Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach
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fosters independence, critical thinking, anda deeper understanding of course material [20]. For example, students may feel more in controlof their learning experience, resulting in greater intrinsic motivation and improved cognitiveoutcomes [1]. These can be done with humanizing teaching practices, such as recognizingstudents as individuals with unique experiences, empowering students, fostering trust, andencouraging collaborative relationships between instructors and students [14], [18], [22], [23],like what del Carmen Salazar described as “mutual trust” between students and instructors [7].However, there are dehumanizing experiences for students that create environments that are notconducive for learning as hierarchical or coercive power
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- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin
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Paper ID #42990Centering Disabled Women in STEM Professions: A Critique of IdentityIsolation in STEM DataSydni Alexa Cobb, University of Texas at Austin Sydni Cobb is a Mechanical Engineering doctoral student and graduate research assistant at the University of Texas at Austin. She received her BS in Mechanical Engineering from the illustrious North Carolina Agricultural and Technical State University in 2015 and entered the engineering workforce. She has since completed her MSE at The University of Texas at Austin and is currently working toward her PhD.Ariel Chasen, University of Texas at Austin PhD candidate in STEM
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia
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k. Environmental Engineering l. Industrial & Operations Engineering m. Materials Science & Engineering n. Mechanical Engineering o. Naval Architecture & Marine Engineering p. Nuclear Engineering & Radiological Sciences q. Robotics r. Space Sciences & Engineering s. Other (Please Specify):11.What degree program are you currently enrolled in? a. Bachelor's b. Joint Bachelor's / Master's c. Other (please specify):12.What term did you begin your academic program at the University of X? [Ex: Fall 2022, Winter 2024]13.Have you previously attended any other college or university before enrolling at X? a. Yes, I transferred from another 4-year
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- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University
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assistant professor in the Department of Mechanical and Materials Engineering at Florida International University. Dr. Dickersonˆa C™s research agenda contains two interconnected strands: 1) systematic investigatiDr. Matthew W. Ohland, Purdue University Matthew W. Ohland is the Dale and Suzi Gallagher Professor and Associate Head of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students and forming and managing teams has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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2017 as part of ASEE Engineering Deans Council’s Di-versity Pledge as a mechanism to identify and recognize institutions of “inclusive excellence” [6].The ADRP’s program’s “inclusive excellence” positions organizations as those who are achiev-ing competitive advantage through demographic diversity while achieving social justice goals. Toidentify institutions exemplifying diversity, equity, and inclusion, the program utilizes a fee-basedapplication process where engineering colleges outline their commitments to four core activitiesof the Deans Council’s Diversity Pledge: 1. Develop a Diversity Plan for our engineering programs with the help and input of national organizations such as NSBE, SHPE, NACME, GEM, SWE, AISES, WEPAN
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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Schools of Engineering at Arizona State University. They are a faculty in the Engineering Education Systems and Design PhD program. Dr. Kellam is an engineering education researcher and a mechanical engineer. They are also deputy editor of the Journal of Engineering Education and co-chair of the newly formed ASEE’s Committee on Scholarly Publications. In their research they are broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of marginalized undergraduate engineering students and engineering educators. ©American Society for Engineering Education, 2023 Ethiopian Women Students’ Recommendations for Enhancing their Sense