Displaying results 1 - 30 of 54 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Theory Examples - visual cuing Figure 2. Class Structure for Tier-one and HSI InstitutionsII.2 Pedagogy at Tier-one InstitutionThe pedagogical approach implemented at the tier-one institution was as follows: 1. Introduction – lecture sessions were initiated by introducing the respective theme of interest and highlighting related real-world engineering applications. The idea behind emphasizing real-world applications was to acquaint students with a plethora of scenarios in which technical themes are integrated. At times, various physical models were taken to class to further illustrate specific details of real-world applications such as geometric configurations or different types of
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
learning and application of STEM and engineering-relatedcontent from an environmental justice perspective. The collection provides backgroundknowledge from reliable sources like The Environmental Protection Agency (EPA) AirNowprogram, the EPA EJScreen Tool, The NOAA National Weather Service, and U.S. Census Data,among others, to build students’ understanding of concepts presented in a visual and interactiveformat. The EJ StoryMap engineering curriculum aligns to Next Generation Science Standards(NGSS) and encourages critical thinking, highlights real-world applications, and fostersawareness of social inequities at the local, regional, and global level (Table 1).The framework for each EJ StoryMap includes the following sections: ● Essential
- Conference Session
- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
tools like Tinkercad,Minecraft, and AR/VR applications. These activities encouraged them to negotiate design decisions,assign roles, and resolve problems collaboratively, simulating real-world engineering teams. Studentsrevised their designs based on feedback via iterative prototyping and group discussions, which improvedtheir ability to make independent decisions and take control of their learning experience. Thiscollaborative approach not only increased their technical skills and systems thinking but also empoweredthem to see themselves as active contributors to sustainable solutions, supporting their feeling of agencyin environmental responsibility and engineering design. These results show how the workshops affectedstudents' ability to
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
collaborativeeffort between LinkedIn and the World Bank examined 50,000 skill categories covering 100countries across 148 industries. They defined the following four categories of digital skills [12],[13]: • Basic technical skills: Digital literacy skills to access and use email and basic applications (e.g., Microsoft Office). • Applied technical skills: Skills that require using enterprise software and platforms to improve job efficiency and performance) • Software & hardware technical skills: Skills related to building software and hardware • Disruptive technical skills: Skills required for designing and developing advanced technologies (i.e., artificial intelligence and robotics).Others have expanded the list of
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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- Culture & Social Justice in Education Division (EQUITY), Equity
lack of content around real world application and historical context leavestudents desiring true integration. Being as though civil engineering has not offered integration,students expand their options to opportunities to the larger engineering department. There havebeen several instances of integration into engineering education beyond a stand alone ethicsclass, within the curriculum itself, through co-curricular activities, and through self-selection.CurriculumUniversities such as Carnegie Mellon University took more of a direct approach. The Civil andEnvironmental Engineering (CEE) Department incorporated Diversity, Equity and Inclusionprinciples in the curricula. The support from the DEI Committee at Carnegie Mellon, helpedfacilitate the
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
withdesigning a road that would connect two points on a topographic map. The road would include abridge that would pass over a river at a site of the students’ choice. This allowed for diversedesigns as the bridge dimensions would change depending on where the students chose to buildthe road. In addition to applying simple mechanics concepts to design the bridge, students wererequired to implement analytical skills from their probability and statistics, and transportationprinciples courses to complete a wholistic design. Models of the bridges were then built andtested. This project provided students the opportunity to see the connection between their coursesand real-world applications. Students were able to realize that courses do not work in silos
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque
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- Culture & Social Justice in Education Division (EQUITY), Equity
, Liliana Ahumada1 y Fidel Ramirez1 1 Universidad El Bosque, Bogotá, Colombia 2 Universidad de los Andes, Bogotá, Colombia 3 Georgia Tech, Atlanta, United StatesAbstractSTEM (Science, Technology, Engineering, and Mathematics) is an interdisciplinaryeducational approach developed by the U.S. National Science Foundation to foster research,innovation, and learning. By integrating these fields, STEM education aims to developtheoretical understanding and practical application in real-world contexts. Despite itswidespread adoption in developed countries, some initiatives
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
teams shared the stories of their project work from the year.The second EJF element was an ongoing team project that gave EJF Fellows opportunities toconnect ideas from the seminars to real-world practice. The Fellows worked on their projects ininterdisciplinary teams of three, assembled such that each team brought together Fellows fromdifferent disciplinary spaces. Each team was provided mentorship from one of the faculty memberson the EJF leadership team and connected to one or more community partners. Table 2 providesan overview of the team projects.Table 2Overview of EJF Team Projects Museum Accessibility: Working with the educational staff at a local natural history museum to improve the accessibility of the museum and provide a more
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
and spring 2022 ratings related to growth mindset were approximatelyequal. Figure 1: Growth Mindset (Pre, All) Figure 2: Growth Mindset (Post, All)Next, the mean rating values for the MAPS questions related to the real-world applications ofCalculus I remained approximately the same when comparing the pre and post-ratings across allcourse offerings. The interquartile range of response ratings remained consistent for fall 2020and fall 2021, and increased for spring 2022. Based on the mean ratings in this MAPS category,students appeared to perceive Calculus I to have fewer real-world applications during fall 2020in comparison to fall 2021 and spring 2022. The mean fall 2021 and spring 2022 MAPS ratingsrelated to real-world were
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
modulesthat integrated social responsibility and consideration for social context into the development oftechnical skills in one section of an electrical circuits course. These modules included a mixtureof homework, guest lectures, and student discussions and presentations. Through these modules,students considered the origins of materials, products developed, and lifecycle of productsrelevant to electrical engineering, specifically through examining conflict minerals used incapacitors, solar power design for use in developing nations, and the recycling of electronics.Survey and interview data collected from students indicated that students felt like the moduleswere providing real-world application of what they were learning and that the content
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
rigorousdiscipline focusing heavily on math and science [4], [5], [6]. Due to these attitudes, students andlab instructors tend to focus more on technical knowledge rather than communication skills inlabs. Another study found that the written engineering documents seldom contained socio-cultural features of engineering and the trade-offs between productivity and safety or health of anoperator [7]. This type of neutral and objective text couldn’t reflect the complexity and human-related real-world engineering problems [7]. In this study, we want to model engineeringthinking to increase students’ awareness of rhetorically-focused writing in ME labs. Manyengineering programs have writing-intensive lab courses designed to simultaneously improveengineering
- Conference Session
- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
relatedness alignswith belonging. Educators can fulfill these psychological needs of the students by minimizingevaluative pressure and including student voice and choice in academic activities, incorporatingoptimally challenging activities and providing necessary tools and feedback to facilitate students’academic capabilities, and encouraging a sense of belonging in classroom [13]. In classrooms thatinclude all these elements, the students tend to be more intrinsically motivated and demonstratehigher-quality learning outcomes as well as enhanced wellness [13].Project context We aimed to create an inclusive classroom environment based on mutual respect and learning.We highlighted real-world applications of the concepts to help students develop a
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
environment should build trust, empathy and rapport with students to create asupportive and inclusive classroom culture. Some earlier studies has focused on the role ofpsychological safety and psychological empowerment in improving students’ creativity inproject-based learning from the perspective of student empowerment. Based on self-determination theory [24], there is a positive correlation between psychological safety andcreativity, and psychological empowerment plays an intermediary role in the relationshipbetween them [25].In the SDG-based socio-technical project, post-reflection results indicated that students weresuccessfully able to employ their engineering skills to applications in social, cultural, and real-world contexts, which are factors
- 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
knowledge and skills to solve problems, fostering a sense of accomplishment and motivation. 2. Formative Assessment: Implementing formative assessment strategies allows educators and researchers to identify and appreciate individual progress and growth. Recognizing and acknowledging improvements can further motivate students to continue learning and developing their skills. 3. Contextualizing Engineering Concepts: Relating engineering concepts to real-world applications and contexts that align with students' backgrounds can make the material more accessible and engaging. This approach helps students see the relevance of their assets in engineering practice.The ROLE program has been developed with empowering
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
themselves as learnerswith agency and a right to participate in engineering education spaces [14].The authors pay special attention to specific examples that educators can use immediately tothoughtfully incorporate social impacts into their engineering classrooms since, “...increasedattention to “real-world” applications of engineering knowledge [is a potential] way of buildingcompetence in both engineering technical skills and engineering ethics” [18] which is onevariation of the way social impacts may be integrated into technical coursework. Upholding thesocial issues as tantamount to technical rigor, the culture of disengagement inflicted uponstudents in undergraduate engineering education spaces [13] may stagnate or be reversed. Theserhetorical
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara E. Lego, Pennsylvania State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
courses to both mirror a real-life industry setting and focuson concept application vs. theory, goals of the DEI module development were as follows: • Goal 1: Introduce students to DEI issues and the myriad ways in which they can manifest in the workplace, including microaggressions, macroaggressions/microassaults, microinvalidations, implicit bias, institutional bias, and stereotypes • Goal 2: Present concrete actions and steps that students can take in their teams and workplaces to create an equitable and inclusive climate, as well as advocate for themselves and their peers • Goal 3: Reflect realistic workplace climates that may include both subtle and overt exclusionary and bias cues. In representing
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
integrating sustainability and social responsibility into engineering curricula. Faculty frequently cited the relevance of linking technical concepts to societal and environmental contexts, with one respondent noting, “Sustainability isn’t just an environmental issue; it’s a social justice issue too.” This underscores the transformative impact of the EOP training in expanding faculty perspectives on the broader implications of engineering decisions. Moreover, faculty highlighted how tools like the STEEP framework enabled critical analysis of real-world challenges, fostering deeper student engagement with sustainability principles.2. Enhancing Student Engagement and Awareness - Another significant outcome of the EOP training was
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
“Strongly Agree” response. I know how to make connections with (A) I can communicate engineering (B) what I learn in class and the real- solutions in econmic terms world engineering problems Post HMG Post HMG Pre HMG Pre HMG Post NHMG Post NHMG Pre NHMG Pre NHMG 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%Figure 1: The results of Question 1 (A) and Question 2 (B) from
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
lack ofequity, trying to understand others’ perspectives, applying knowledge, considering the culturalbackground, contributing towards improving equity, and being sincere when discussing equityissues with others. On the post-test, 75% of the students focused on class activities experienced inthe Engineering Health Equity course, such as listening to guest speakers, group / individualactivities, and reflections.DiscussionThe qualitative analysis showed that class content, volunteering opportunities, and the applicationof skills to address real-world problems are experiences that foster global learning factors. Theseresults align with Bielefeldt and Canney (2016) findings which stated that volunteeringopportunities and courses were a driving
Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
National Federation of the Blind (NFB) defines a person to be blind "if their sight is badenough--even with corrective lenses--that they must use alternative methods to engage in anyactivity that people with normal vision would do using their eyes" [1]. While the NFB recognizesthat a generally accepted definition for "visually impaired," "low vision," or "vision loss" doesnot exist, the fact remains that people with any level of blindness/visual impairments (BVI) musthave a fair opportunity to understand the world with which they interact. This is especially truefor students with BVI given their need to interact with educational course materials that are ofteninaccessible. Students with BVI face a difficult path in education, where lack of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the lab and going to our work area. And this is the whole of the canoe which concrete gets placed on. And then that's how the canoe is created. So, I think this glimpse made me feel like an engineer because throughout my college career so far, most of our work has been just very ... Like writing, you don't actually get to see real-world applications.”Under theme 2, students described spaces where they were able to get together with other students tosocialize and plan outside of the classroom setting such as crafting projects, club meetings, and potlucks.One University B student described her crafting project, Figure 4: Cider made by RedShirt student to unwind after a test. “I was like in a quiz
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
on assignments, they apply critical and practical thinking skills to address multi-dimensional problems. During the application process, there is no singular strategy to address social inequity in engineering, hence the need for multiple approaches [15]. Showcasing case studies in the classroom may serve as a source of inspiration and ideas, and as a reminder that engineers can actively contribute to social justice, as well as social injustice. Martina and Beseb found that “bringing real- world problems into the classroom can serve as a vehicle to engage students about the ever-present importance of social justice and potentially change mindsets.” [16]. ● Integration – happens when students are informed, when
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Good Neighbor Environmental Board (GNEB) that advises the President and Congress of the United States on good neighbor practices along the U.S. border with Mexico. Dr. Santiago’s history of service started in Puerto Rico as Director of the Water Quality Area of the PR Environmental Quality Board, in charge of Compliance, Permit, and Planning Bureau, that included Industrial and Non-Industrial permits, Leaking Underground Storage Tanks (LUSTs), and watershed restoration activities. As Director, she implemented the first Beach Monitoring program in coordination with the PR Tourism Office and the Blue Flag pro- gram (A world renowned eco-label) and implemented the first Total Maximum Daily Load Program in PR
- Conference Session
- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Elisa Bravo, University of Michigan; Clay Walker, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
meaningfulfor engineering students. Following Jenna Tonn’s work to share primary historical documentswith engineering students to help them better understand the socio-technical aspects ofengineering, we worked to develop a case study that might center language diversity and thesocio-political challenges that can accompany real-world engineering. To do this, students wereexposed to a case study developed by the authors about the Flint Water Crisis. This case studywas developed to get students to consider the importance of diverse language practices and howthey differ across cultures. As instructional content for engineering undergraduate students, theFlint Water Crisis case study incorporated clear ties to technical engineering problems and thesocial
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
generate a moreinclusive classroom [6].The term STEM was first used in 1990 by the National Science Foundations in the United Statesas an acronym for policies, projects, and programs in the disciplines of Science, Technology,Engineering, and Mathematics (STEM). STEM programs and projects have been developed forprivileged populations that have had access to the best schools and universities in the world, sotheir benefits for vulnerable populations such as migrants and refugees have not been studied.However, STEM Education presents barriers and myths that discourage the interest of children andadolescents in these disciplines [7]. This context makes necessary an educational intervention atearly ages so that children become interested in STEM
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
my community and network. Despite discouraging comments, my determination to carve a unique and appealing path in K-12 settings was unwavering." Sreyoshi Bhaduri: "It is the 21st century and it is essential that we think beyond binaries, broadening the definitions of what constitutes typical or expected. My career in the tech industry is a testament to the versatile application of academic skills in real-world settings." Katie Nelson: "Capital One's 'Tech College' represented a convergence of my expertise and the opportunity to impact learning in the corporate sector, illustrating the richness of paths available beyond academia." Lauren Quigley: "Despite institutional barriers, my transition to system-level STEM education
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
face, the studentsfared better due to lowered expectations and or increase preparedness [22]. This is one way toarticulate authentically the complexity of real-world problem-solving settings that can be used inthe classroom to enhance student experience. It has been shown beyond engineering fields thataccommodations and universal design principles utilized for an underserved population benefiteveryone [23]. It follows that efforts addressing the evolving ABET requirements will createa more robust link between engineering education and practice and improve experiencesfor all students. While this underpins our reasoning for looking at accommodations, universaldesign, and authentic articulation of the complexities of engineering practice, it
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
participant to reflect on their learning expectations, challenges they may perceive, and theirhopes for positively impacting the world. In teams or as a think-pair-share activity, haveparticipants address each of the following hesitancies: - Coverage of course topics. “I have so much material to cover; I don’t have time to focus on justice issues, too.” - Skills/Expertise. “I don’t have the necessary skills or knowledge to talk about justice issues. / I’d rather avoid it altogether than do it wrong.” - Ideas of Rigorous content. “Learning [my discipline] the real world is challenging. Justice issues take the focus off the challenging course content that is already present.” - Concerns about “ideological discrimination
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. • Strategically embed role models within the instructional framework to enrich student understanding and motivation in course topics. • Enable students to identify, analyze, and articulate issues pertaining to anti-racism, inclusivity, diversity, and equity within the context of database topics.By actively engaging with the course material, students will explore the nuances of ARIEprinciples and their application in engineering domains. Moreover, the integration of role modelswill motivate students by providing concrete instances of how these concepts come to life inreal-world situations.As the final step in their learning process, students will develop ARIE-related research projectstailored to the subject matter. This could involve
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Actually Meet ______ Would Like to Meet ______ Q34: Over Zoom/Teams: a. Actually Meet ______ Would Like to Meet ______ Q35: Other (please specify): a. Actually Meet ______ Would Like to Meet ______ Q36: The time spent with my research professor/mentor is well used. [Yes/Depends/No]Q37-45. During your most recent research experience, HOW OFTEN did you: 1 = None 2 = A Little 3 = Some 4 = A Fair Amount 5 = A Great Deal 6 = Not Applicable Q37: Engage in real-world science and engineering research Q38: Feel like a scientist or engineer Q39: Think