Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

©American Society for Engineering Education, 2023 Diversity, Equity, Inclusion, and Belonging (DEIB) in ET programs in the USAbstractInstitutions in the US that provide Engineering Technology (ET) degrees prepare both 2-year and 4-year graduates for careers in government, industry, and/or business. Graduatesfrom ET institutions are one of the most diverse of the science, technology, engineering,and mathematics (STEM) fields. The 2-year ET graduates employed in technician rolesalign well with the 15.XX Classification of Instructional Programs (CIP) codedesignations, the corresponding US Bureau of Labor Statistics occupationalclassification, and employers have a good understanding of their role.Diversity is a strength

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

Paper ID #41607Teaching Social Justice in Infrastructure: A Community of Practice Frameworkfor the use of Case StudiesDr. Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology Dr. Claudia Mara Dias Wilson is an Associate Professor in civil engineering at the New Mexico Institute of Mining and Technology (New Mexico Tech). She earned her B.S., M.S. and Ph.D. degrees from the Florida State University. Although she specialized in earthquake mitigation and the development of control algorithms for semi-active dampers to reduce seismic vibrations on buildings, her research interests are broad and include topics

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

and environmental racism, we see from the data that Disparities in Solar even after we account for income, race/ethnicity still matters in who is Deployment affected. Were you aware of this (race/ethnicity matters beyond income) before this week? Why do you think you were or were not aware? ● What potential solutions can you imagine for either an environmental justice issue from the readings or the disparity in rooftop solar? 10 AI Technology in ● Do you think using AI during the hiring process can be overall a benefit? In Hiring Processes what circumstances

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

Paper ID #41707Work in Progress: Understanding Differential Experiences of Identity in ComputingEnvironments Using a Computing Privilege InventoryCecil´e Sadler, Massachusetts Institute of Technology Cecil´e Sadler is a PhD student at the Massachusetts Institute of Technology in the MIT Media Lab with the Lifelong Kindergarten group. Her interests lie at the intersection of computing and education in designing equitable learning environments that cultivate creativity through technology-mediated creative learning experiences. She focuses on investigating how computing can be leveraged to create spaces for Black and brown

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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

Paper ID #43360Supporting Engineering Students’ Identity Work Regarding their Career Trajectoriesfor a More Humanizing Engineering FutureMs. Yume Menghe Xu, Tufts Center for Engineering Education and Outreach Menghe (Yume) is a PhD student in STEM Education at Tufts University. She holds a bachelor’s and a master’s degree in Chemical System Engineering from the University of Tokyo, Japan. Prior to pursuing a PhD at Tufts, she designed and developed educational apps for children, and worked with students, teachers, and makerspace in Japan to host making workshops using various materials and tools. Her research interest lies in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

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Diversity

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

Education for Social Justice. Philosophy of Engineering and Technology, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6350-0_7Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaCech, E. A. (2013). The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. Philosophy of Engineering and Technology, 67–84. https://doi.org/10.1007/978-94-007-6350-0_4Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42-72.Gunckel, K. L., & Tolbert

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan

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Diversity

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

students should still be taught to write, forwriting is a process of thinking and learning, and that teaching/learning should include GenAI asanother writing tool once “the basics are mastered” such as defining audiences and developingarguments (584). Qadir (2023) considers the potential impacts of GenAI on engineeringeducation, including the continuing need for critical thinking and communication as well as theneed for attention to equity issues around this new educational technology, includinginappropriate student use of GenAI and the risks of unemployment once the technology emergesin the workplace. Others focus more directly on student use of these tools. For instance, Duinn etal. (2023) have found that students were interested in the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

Tagged Divisions

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

equitable access to education, based on instructor perspectives of such usage acrossfive engineering courses. Though ChatGPT usage might present challenges such as academicdishonesty and students have to be careful with the ways in which ChatGPT embeds biases andstereotypes, I outline design recommendations that instructors can pursue to guide studentstowards using ChatGPT to arrive at a more level footing to other classmates. At the end of the day, ChatGPT is a tool that has the potential to both do good and causeharm. It is up to instructors to educate and support students in leveraging it for the good it canbring, and avoid causing harms that it can perpetuate. Considering ChatGPT as a technology tobe leveraged in classrooms the same way

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College

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

Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Department of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2024 Work In Progress: Promoting Belonging in Engineering through the Creation of Youth-centered Technology-Rich SpacesIntroduction In 2024, we are not offering a novel idea when we contend that the promise ofmakerspaces to achieve inclusion across contexts has not been met [1], [2]. While suchtechnology-rich spaces still have the potential to support youth from minoritized groups to createartifacts aligned with their interests and values [3], [4

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

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Diversity

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

is in epistemology and epistemic injustice in engineering.Dr. Kelly J Cross, Georgia Institute of Technology Dr. Cross is currently an Assistant Professor in the Biomedical Engineering Department at Georgia Tech.Dr. Whitney Gaskins, University of Cincinnati Dr. Gaskins is the Associate Dean of Inclusive Excellence and Community Engagement in the University of Cincinnati College of Engineering and Applied Science, the only African-American female currently teaching in the faculty of the College of Engineering ©American Society for Engineering Education, 2024 Racialized Trauma for Black, Latin and Indigenous Engineering Students: A Systematic Literature Review

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

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

’ contributions addressing theneed to modernize engineering education in the era of digital transformation and the strategiesthey envision or have implemented to address opportunities and risks for diversity, equity, andinclusion are included in the Call-to-Action section. A link to the recording of the panel is alsoincluded. Conclusions and future work are also offered.Industrial Revolutions and Digital TransformationOver the past two centuries, the world has undergone four industrial revolutions with the fifth onthe horizon. Each was powered by disruptive new technologies. In the 18th century, Industry 1.0transformed manual production methods to machines that used steam and waterpower. Industry2.0 occurred a century later with the electrification and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

Paper ID #37452Ethiopian Women Students’ Recommendations for Enhancing Their Sense ofBelonging in Engineering EducationMr. Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus Jemal Halkiyo is a Ph.D. student in Engineering Education Systems and Design at Arizona State Univer- sity. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

movement ofenvironmental justice. These limitations in the field of education may also contribute to a lack ofclarity among educators, especially in engineering education, regarding the fundamental tenets ofEnvironmental Justice and Environmental Justice Education. This present study builds upon these findings to provide an indispensable resource forengineering educators. We outline our understanding of environmental justice education alongwith practical implementations for engineering educators.Background on Environmental Justice The foundation of the Environmental Justice (EJ) movement underscores the unevendistribution of environmental harms, encompassing hazardous waste, land use, extractionactivities, and toxins released during

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

Quigley, IBM Research Lauren Thomas Quigley, PhD is a Research Scientist focused on the development of responsible and inclusive technology. Specifically, she researches practical approaches for fairness and inclusion in AI, data representation, and projecting technology’s impact on society and the environment, through a lens of social justice. Her secondary area of research is the use of critical theories in engineering education. ©American Society for Engineering Education, 2024 Outsiders: Pathways and Perspectives from Engineering Education PhDs Outside AcademiaEngineering education doctoral programs have been predominantly academia-centric, stronglyemphasizing

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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

accommodating postsecondary students. It is difficult to find detailed information aboutthe exact nature of this on federal websites, as there is not one civil rights office in the US. Eachfederal department has their own Office of Civil Rights. For example, for this literature reviewwe’ve referenced the Office of Civil Rights webpages from the Department of Education, theDepartment of Labor, the Department of Housing and Urban Development, and the Departmentof Health and Human Services.Overview methodologyWe conducted a literature review to understand the experiences of disabled students in highereducation. We began with higher education generally to see disabled student experiences withaccommodations across disciplines. Our next search focused on

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University

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

engineering education and their behavioral and cognitive problem-solving capabilities. He is actively involved in research related to the integration of positive psychological tools and methods in engineering education practice and research. Muhammad is also interested in the development and use of new technological and non-technological methods to enhance the learning processes of undergraduate engineering students. He is currently leading a second research project related to use of mobile learning technologies in undergraduate engineering education. This research is exploring available empirical evidence about the role mobile learning technologies may play in improving student accessibility to knowledge, academic

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

Paper ID #41618A Liberatory Co-Curricular Program for Engineering Students: InvestigatingImpacts and Limitations Through Alumni PerspectivesBailey Bond-Trittipo, Florida International University Bailey Bond-Trittipo is an engineering and computing education Ph.D. candidate within the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University. Her research interests center on employing critical theoretical frameworks and qualitative methodologies to study liberatory pedagogies in engineering education and undergraduate engineering students’ participation in

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University

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Diversity

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

Education, 107(1), 56 – 86. https://doi.org/10.1002/jee.20191Singh, Y. V. (2021, August 18). Classification using pre-trained Bert Model (transfer learning). Medium. https://medium.com/@yashvardhanvs/classification-using-pre-trained-bert-model-transfe r-learning-2d50f404ed4cSue, D. W., Capodilup, M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-066X.62.4.271Sauder J, & Jin Y. (2016). A qualitative study of collaborative stimulation in group design thinking. Design Science, 2(4), 1 – 25. https://doi.org/10.1017

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

technology and design education, vol. 20(2), pp. 175-190., 2010.[19] L. S. Nowell, J. M. Norris, D. E. White, and N. J. Moules, “Thematic analysis,” Int. J. Qual. Methods, vol. 16, no. 1, p. 160940691773384, Dec. 2017.[20] J. Fereday and E. Muir-Cochrane, “Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development,” Int. J. Qual. Methods, vol. 5, no. 1, pp. 80–92, Mar. 2006.[21] C. Carroll, A. Booth, J. Leaviss, and J. Rick, “‘Best fit’ framework synthesis: refining the method,” BMC Med. Res. Methodol., vol. 13, no. 1, Dec. 2013.[22] “Criteria for Accrediting Engineering Programs, 2022 – 2023.” [Online]. Available: https://www.abet.org/accreditation/accreditation

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

Paper ID #38914Music, Coding, and Equity: An Exploration of Student and TeacherExperiences in Decoding Messaging and Discussing Equity with the ”YourVoice Is Power” CurriculumDr. Sunni Haag Newton, Georgia Institute of Technology Sunni Newton is currently a Senior Research Scientist at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educatiRoxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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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Diversity

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

significant events andexperiences. Once an initial narrative was constructed, the entire research team met to conduct afinal review of the narrative to eliminate redundancy, improve readability, and articulate keythemes and ideas described by the participant.For this paper, we focus our discussion on a comparative analysis of the constructed narratives oftwo participants, January and Srihari (pseudonyms), who both identify as having non-apparentdisability(ies) but differ based on other minoritized identities in engineering such as internationalstatus and gender identity. These similarities and differences provided a rich sample for us toidentify broader narratives of engineering education culture that could be traced through“consistent storylines and

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE

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Diversity

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

Building a Collaborative Process for the Examination of State-level K–12 Computer ScienceAbstractThe broadening participation in computing (BPC) movement has evolved from a focus onincreasing the number and diversity of students who participate in computing education toaddressing the systemic barriers that prevent equity in computing education. Data has historicallyplayed a significant role in the BPC movement, however it is not neutral and can be used to bothmask and perpetuate the systemic inequities in computing education. One strategy for ensuringequitable computing experiences is to develop a data infrastructure that democratizes data.This research paper presents the early results of how two cohorts of multi-state teams focused onBPC

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

of Coding for the Future: A Case Study of the megaGEMS Coding AcademyAbstractGirls in Engineering, Mathematics, and Science (GEMS) is a free after-school club and summercamp for girls interested in exploring their career in various Science, Technology, Engineering,and Mathematics (STEM) fields. GEMS is the outreach program for the Autonomous VehicleSystems Research and Education Laboratories. GEMS programs are designed to educate youngwomen about STEM by providing hands-on experiential learning in robotics, programming, andresearch [1]. GEMS is divided into two main programs: miniGEMS for rising fifth througheighth-grade middle school students, and megaGEMS for rising ninth through twelfth-grade highschool students [2]. miniGEMS

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

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Diversity

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

applied during stressful and traumatictimes, and how low SES students demonstrated examples of this in various ways. Marginalizedstudents are denoted as “thriving” because their experiences have led them to be resilient duringtimes of uncertainty. As the field of engineering education evolves, it is imperative to considerhow student experiences impact their learning and from this, implement programming thataccurately addresses these hardships. By making this adjustment, we advocate for change in theengineering climate.References[1] H. Docter-Loeb, “White men still hold majority of US science and engineering jobs,” Nature, Mar. 2023, doi: 10.1038/d41586-023-00865-w.[2] B. A. Walsh et al., “Historically Underrepresented Graduate Students

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

education programming to innovate their fields.IntroductionIn the United States, national calls have emerged for expanding the science, technology,engineering, and mathematics (STEM) workforce [1]. Government officials suggest that anincrease in the number of STEM professionals and innovations is important for meeting risingsocial, economic, and environmental concerns across the country [2], [3]. One approach forSTEM workforce development is the launch of STEM entrepreneurship education programming.STEM entrepreneurial education programs (EEPs) promote and support university faculty,students and administrators in their transformation of STEM research into marketable products[4]–[8]. Since their emergence in the late 20th century, STEM EEPs have

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

practical use by instructors, it is convenient to separate instructional and curricular practices,but we later discuss the reciprocal relationship between pedagogy and content. Alongside literature review, we also conducted interviews. Through both literature reviewand interviews we sought to identify course components that engineering instructors andinstructional staff consider essential for equity-centered engineering education, considering bothpedagogy and content and the interplay between them. Our interview guide thus promptsinterviewees to develop their idea of the essential components. We conducted seven pilotinterviews to refine the guide, and then drafted a list of engineering faculty known to be focusingon equity in their courses

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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

-lynn Mondisa, University of Michigan Joi Mondisa, PhD, is an Assistant Professor in the Industrial & Operations Engineering Department and an Engineering Education Faculty Member at the University of Michigan. She earned her Ph.D. in En- gineering Education and an M.S. degree in Industrial Engineering from Purdue University; an M.B.A. degree from Governors State University; and a B.S. degree in General Engineering from the University of Illinois at Urbana-Champaign. Prior to her graduate studies, she worked as a professional in the areas of manufacturing, operations, technical sales, and publishing for ten years. She also served as an adjunct faculty in the Engineering Technology Program at Triton College in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

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Diversity

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

, https://www.infoagepub.com/products/Handbook-of-STEM-Faculty- Development, p. 49-60. Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8 (1): 69-91. Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., Eliason, J. (2015). “Don’t leave us behind”: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 15(1), 40–72. https://doi.org/10.3102/0002831214563063 12

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

Family Studies at the University of Illinois at Urbana-Champaign. Her prior work experiences include product management, consulting, tutoring, marketing, and information technology. ©American Society for Engineering Education, 2024 Work-in-Progress: Updated Progress towards Understanding Perspectives among Neurodiverse Undergraduate Researchers in STEMAbstractIn this work-in-progress research paper, we update the community on the assessment tool wehave been developing to assess Thriving in STEM undergraduate researchers acrossneurodiversity. Neurodivergent students are often marginalized and stigmatized to the point offeeling pressure to "normalize" or "camouflage" their behavior to appear