Displaying results 1 - 30 of 85 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- 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
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43184Asset-Based Approaches to Transformative Learning: Community and Culturein an Undergraduate Engineering Research Program at a Hispanic ServingInstitutionDr. Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre, EdD is a STEM education researcher at New Mexico State University. She focuses her research on qualitative/mixed methods studies addressing minority and underrepresented student college performance and persistence through high-impact practices, particularly in STEM disciplines. Her main lines of inquiry examine best practices in mentoring and promotion of
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
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- Culture & Social Justice in Education Division (EQUITY), Equity
diversecommunity of educators and science learners [8].Present StudyThe present work-in-progress research utilizes the WISE platform to advance an original social-justice oriented science curriculum which will be scalable to a diverse set of middle schoolscience teachers and learners. The final product will improve students’ argumentation skills,conceptual understanding, and scientific literacy by engaging learners in the following activities: ● Exploring the varied structures/functions of organs, organ systems, and scientific arguments; ● Learning about emergent solutions in biomedical engineering to prolong the storage of human organs; ● Constructing evidence-based arguments in the form of policy proposals designed to mitigate racial
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
. Most importantly,even though we recognize that the final picture is important [8], the process of connecting thepieces is also valuable; the process of going through the curriculum is just as important as theoutcome of the curriculum for the learner, and this process is where the learning takes place[22].Even with localization, we continue to critically question our role as EE researchers in theU.S. and reflect on our complicity in reinforcing structures of marginalization in EE. Afundamental understanding within engineering is that a single problem can be approached inmany ways. From their first lessons, engineering students are taught that no idea is toooutlandish, impractical, or advanced—only that every idea should be
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
overview and a sample of initial findings categorizing equity-centered content.Project overview The goal of the NSF Broadening Participation in Engineering (BPE) grant that includesthis effort is the development of a Teaching Engineering Equity (TEE) Center at the Universityof Michigan. The Center will support existing and new efforts aligned with the College ofEngineering’s Diversity, Equity, and Inclusion (DEI) strategic mission and share initiatives withleaders similarly committed to equity-centered engineering education. Currently, the TEE Centerhas three main objectives: (1) designing and validating an evidence-based framework forcreating an equity-centered engineering curriculum; (2) generating and evaluating a collection ofDEI
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
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]. Available: https://peer.asee.org/38051 [3] V. Sellers, R. J. Downey, and I. Villanueva Alarcon, “Resistance to advocacy around hidden curriculum in engineering education,” in 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD), New Orleans, 2023. Accessed: Feb. 07, 2023. [Online]. Available: https://monolith.asee.org/public/conferences/325/registration/sessions?utf8= %E2%9C%93&osl_session_filter%5Bsearch%5D=sellers&commit=Search&o sl_session_filter%5Bsession_title%5D=&osl_session_filter%5Bauthor_name %5D=&osl_session_filter%5Bpaper_title_abstract%5D=&osl_session_filter% 5Bsession_owner_id%5D=&osl_session_filter
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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©American Society for Engineering Education, 2023 Talking tech: how language variety in engineering curriculum instruction can ease delivery and engage studentsAbstractBackground: As accreditation bodies globally become more specific about faculty responsibilityconcerning creating inclusive environments, faculty need to understand and be supported in theirefforts to transform the landscape of educator approaches in engineering education. Soon, facultymust, “…demonstrate knowledge of appropriate institutional policies on diversity, equity, andinclusion, and demonstrate awareness appropriate to providing an equitable and inclusiveenvironment for its students that respects the institution’s mission.” [1, pg. 51]. This is
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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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- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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Paper ID #41951Websites as Gateways to Inclusive Partnerships: Examining Diversity Representationfor Environmental Nonprofits and Engineering Programs in Buffalo, NewYorkDr. Monica Lynn Miles, University at Buffalo, The State University of New York Monica L. Miles, Ph.D. is an early career Assistant Professor of Engineering Education at the University at Buffalo in the School of Engineering and applied sciences. Dr. Miles considers herself a scholar-mother-activist-entrepreneur where all her identities work in harmony as she reshapes her community. She is a critical scholar who seeks transformative solutions to cultivate
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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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- YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
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Paper ID #41190Board 117: How Could a New Educational Design Broaden Inclusion of HigherEngineering Education in a Stratified System? Investigating the OIPI InitiativeMiss YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences Yanru Xu, Ji’an Liu, Yaxuan Wen. (2023). From accessibility to participation: Broadening diversity and inclusion in higher engineering and computing education through an OOICCI model. 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait, 2023, pp. 1-6, doi: 10.1109/EDUCON54358.2023.10125233. Xu, Y., & Liu, J., & Wen, Y., & Wang, L., & Wei, Y
- Conference Session
- 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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Paper ID #38107Latinx Undergraduate Students: Finding a Place of Belonging in EngineeringNicole Delgado, New Mexico State University I am a first-year Ph.D. student at New Mexico State University in the department of Curriculum and Instruction. I currently work on a sponsored project that supports Latinx undergraduate sophomore, junior, and senior-level students in developing research, technical, interpersonal, academic, and professional skills that are transferable in their decisions to enter into graduate studies or the professional world.Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- 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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served on the program committee for several international conferences and received best paper and presentation awards. He has received numerous fellowships and distinguished awards, including his selection to the Becoming a Provost Academy sponsored by the American Association of State Colleges and Universities. Under his leadership, two new programs (BS in Computer Engineering and BS in Information Technology) were started as strategic initiatives to increase enrollment and national ranking. Dr. Gloster holds two US patents.Dr. Barbara L. Christe, State University of New York, College of Technology at Farmingdale Barbara Christe is a professor and the Dean of the School of Engineering Technology at Farmingdale State
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
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Paper ID #42125Borderlands First-Generation-in-Engineering Experiences-Learning with andabout Students at the Nexus of Nation, Discipline, and Higher EducationDr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering. She leads a social science and evaluation organization that focuses on inclusive excellence, broadening participation, and democratizing science.Raena Cota, New
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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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- Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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environmental to climate justice: climate change and the discourse of environmental justice,” Wiley Interdiscip. Rev. Clim. Change, vol. 5, no. 3, pp. 359–374, 2014.[9] R. D. Bullard, “The legacy of American apartheid and environmental racism,” Johns J Leg. Comment, vol. 9, p. 445, 1993.[10] R. Bullard, “Environmental justice in the 21st century,” Debating Earth, pp. 3222–3356, 2005.[11] “Principles of Environmental Justice.” Accessed: Dec. 28, 2022. [Online]. Available: https://www.ejnet.org/ej/principles.html[12] K. Haq, M. Miles, and A. Ditto, “Tuscarora Nation Lands and the New York State Power Authority: An environmental justice education approach to decolonizing curriculum,” Under review.
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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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- Sara E. Lego, Pennsylvania State University
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product. Theautonomous vehicle capstone course is a relatively new addition to the curriculum andimplements a Design-Build-Fly method with a flight competition at the end of April.Undergraduate aerospace engineering students must take at least 5 credits of capstone to meettheir degree requirements.Prior to the 2021-2022 academic year, all aerospace engineering capstone courses included alecture-based unit on DEI that was embedded within the broader context of professional behaviorand team dynamics. With the addition of 2-3 CATME-based team peer review surveysthroughout the Fall and Spring semesters to assess team communication, collaboration, andstudent perceptions of team productivity, this approach satisfied the ABET student
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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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- Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
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Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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with thiscontent.Background A previous paper by the authors [4] described YVIP and its components in detail; here,we summarize these contents and then focus on the evaluation results, with a particular focus onthe new survey items focused on lyric analysis and the racial equity aspects of the curriculum. Your Voice is Power- Overview Building on creating a safe space within classrooms to give students a voice in socialjustice is just one track for the Your Voice is Power competition and curriculum. Georgia Tech,Amazon Future Engineer, and Pharrell Williams’ foundation, YELLOW, collaborated to createan innovative multi-day learning experience and competition for students by integrating thesesocial justice themes through the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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Paper ID #37897Integrating Technical and Social Issues in Engineering Education: AJustice Oriented MindsetDr. Anne M. McAlister, The State University of New York, Buffalo Anne M. McAlister is a Postdoctoral Associate in the Department of Engineering Education at the Uni- versity at Buffalo. Her research focuses on engineering identity, social justice, and equity with the goal of broadening ideas about who engineers are and what they do in order to empower students to tackle the big issues in today’s world through engineering. Dr. McAlister has a PhD in Education and a MS in Systems Engineering from the University of
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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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- Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
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inclusion, Asian American Studies, Critical Mixed Race Studies, engineering ethics, and pop culture.Dr. Qin Zhu, Virginia Tech Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Vir- ginia Tech. Dr. Zhu is also serving as Associate Editor for Science and Engineering Ethics, Associate Editor for Studies in Engineering Education, Editor for International Perspectives at the Online Ethics Center for Engineering and Science, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include engineering ethics
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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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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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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
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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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- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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, J. L., & Fore, G. (2018). A systematic literature review of US engineering ethics interventions. Science and engineering ethics, 24, 551-583. [10] Winiecki, D., & Salzman, N. (2019, January). Analyzing and Working-Out Ways of Addressing Problems of Social-Justice in an Engineering or Computer-Science Context. In 2019 NSF REDCON (Revolutionizing Engineering & Computer Science Department CONference), Arlington, VA.[11] Maxwell, J. A., Qualitative Research Design: An Interactive Approach: An Interactive Approach. SAGE, 2013.[12] Creswell, J. W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE, 2014.
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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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- Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
curriculum can bechallenging because of an already busy curriculum and a lack of pedagogical guidance forinstructors. Not addressing these challenges can thus hinder institutions’ ability to developsocially and environmentally responsible engineers. Due to technological and scientificdevelopments, the engineering curriculum is frequently expected to cover more and moretechnical content, which makes the incorporation of other aspects more challenging [10]. Ahorizontal integration of social and environmental justice is an effective approach to dealing withthis issue, and it simultaneously helps defuse faculty resistance to non-technical content[11,12,13]. It has also been pointed out that social justice in engineering contexts usuallynecessitates the
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- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University
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, J. Hormell, and A. Knight, “Black Men in Engineering Graduate Education: Experiencing Racial Microaggressions within the Advisor–Advisee Relationship,” J. Negro Educ., vol. 88, no. 4, pp. 493–508, 2019.[7] E. R. McCurdy, “Discrimination as a barrier to diversity: Sexism and microaggressions against African American women in computer science and engineering,” 2020.[8] S. Torres-Harding, A. Andrade, and C. Diaz, “The Racial Microaggressions Scale (RMAS): A New Scale to Measure Experiences of Racial Microaggressions in People of Color,” Cultur. Divers. Ethnic Minor. Psychol., vol. 18, pp. 153–64, Apr. 2012, doi: 10.1037/a0027658.[9] N. Linares-Ramirez, “Examining Middle School Students’ Racialized Experiences with a
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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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- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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, act, and make meaning, and this language is structured by conceptualmetaphors based on our everyday experiences. Metaphors help us understand our world by givinga concrete foundation to abstract ideas. As metaphors offer an avenue to express or recognizeabstract ideas, our paper proposes metaphors as a linguistic approach to understandingepistemologies in engineering education research (EER). Metaphors are ubiquitous; we use them every day and everywhere, intentionally, or not.In research, we do not always clarify the metaphors we use, even when they are sprinkledliberally in our thinking and writing. Like light and shadows, every metaphor reveals andconceals different aspects of the idea it describes. Yet, we do not always consider
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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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eight years as a K-12 teacher in Connecticut, where she maintained a focus on providing a varied learning environment and dif- ferentiated instruction for all types of learners. She received her Master’s Degree in Modern Languages from Central Connecticut State University in 2011. She earned her Bachelor of Arts in Hispanic Studies and her teaching certificate from Connecticut College in 2001. She is currently pursuing a doctoral degree in Curriculum and Instruction at UConn’s Neag School of Education.Dr. Arash Esmaili Zaghi, P.E., University of Connecticut Arash E. Zaghi is an Associate Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. He received his PhD in 2009
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo
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future work. This study used insights fromstudents and faculty to explore beliefs regarding inclusive teaching in engineering educationsettings. We used semi-structured interviews to examine beliefs related to inclusive teaching inengineering contexts. Our approach involved using first- and second-cycle methods to describebeliefs and organize them according to dominant themes. Preliminary findings indicate a diverserange of beliefs concerning inclusive teaching and suggest a shared sentiment among students andfaculty participants regarding the importance of fostering student-professor personal connections,using inclusive pedagogical methods, and ensuring that courses address issues of diversity, equity,and inclusion in engineering. Given the
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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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.: ‘Engineering faculty drawing the line: A taxonomy of boundary work in academic engineering’, Engineering Studies, 2012, 4, (2), pp. 145-16911 Mejia, J., Revelo, R., Villanueva, I., and Mejia, J.: ‘Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach’, Education Sciences, 2018, 8, (158), pp. 1-1312 Mejia, J.A., Revelo, R.A., and Pawley, A.L.: ‘Thinking about racism in engineering education in new ways [Commentary]’, IEEE Technology and Society Magazine, 2020, 39, (4), pp. 18-2713 Valencia, R.R.: ‘Dismantling contemporary deficit thinking: Educational thought and practice’ (Routledge, 2010. 2010)14 Valencia, R.R.: ‘Conceptualizing the notion of deficit thinking’, The evolution
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Austin Morgan Kainoa Peters, Purdue University
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intoday’s STEM curriculum at the community level [36].Lastly and the most difficult group to try to prove spirituality as a legitimate knowledge isWestern cultures, which includes STEM education. The theme of recognizing all knowledgeholders becomes a call to action to Western STEM try to think outside the perspective of settlercolonialism and towards an openness to different knowledge types. Kwapisz et al. describes howthe experiences of Indigenous students inform that engineering knowledge, specifically, is “bothincomplete and limited in its delegitimating of other forms of knowledge [4, p. 12].” Indigenousstudents, leaders, and scholars recognize how spiritual knowledge is discredited but continue tosee the possibilities of growth that comes
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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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- Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
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youth to complete a project meaningful to them. After the first learning period research team members will work in collaboration withSafari Youth Club facilitators to elect youth leaders from the group of active youth participants.In this election process we are looking for youth who are actively engaged in all programmingand demonstrate a desire to learn new engineering skills. The role of youth leaders is tocollaborate with the research team members in the creation and facilitation of curriculum andprogramming specific to the site. During workshops youth leaders are expected to assist theirpeers in completing tasks and projects as well as maintaining a positive, welcoming learningenvironment for all. In the role of a youth leader, we
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University
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application.Figure 1 - Framework schematicIn step 3, the emphasis lies in determining the extent of requisite background information. In thiscontext, the authors propose a structured approach featuring four elements tailored to teachingsocial inequity within the civil and environmental engineering domain. Instructors possess theflexibility to integrate all four elements or select specific ones that align with their individualteaching objectives and curriculum. Element one centers on defining and exploring inequity,with the aim of enabling students to articulate the concept of infrastructure inequities. Elementtwo delves into background, context, and historical perspectives, fostering student awarenessregarding how infrastructure placement influences
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- 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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- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
approaches theproblem from a broader perspective and proposes that the whole K-12 educational system “needsto be revolutionized” so that equal opportunities are given to all people, regardless of gender,race, ethnicity, etc. Minerick’s point is that we must get to the root of a culture problem andchange the narrative so that every child, regardless of gender, race, ethnicity, etc. has theresources and opportunities to become an engineer. Pollock picks up on that point and describesher work as a DEI consultant performing root causes analysis. Their findings show that interest isnot a root cause of the lack of women and people of color in engineering in higher education.Pollock suggests looking at the root causes of each institution and addressing