Displaying results 1 - 30 of 119 in total
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Allison Murray, Marquette University; Lisa Chase, Marquette University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
hold an MA in history and an MA in education, they are obtaining an EdD from Hamline University. ©American Society for Engineering Education, 2024Recentering the User: How an Inclusive Design Class Pushes Students to See Beyond Their Own Experiences Allison K. Murray, Lisa A. Chase Opus College of Engineering, Marquette University, Milwaukee, WI, USAAbstractThe purpose of this ECSJ-DEED joint technical session practice paper is to disseminate thesuccesses and challenges of implementing an inclusive design mechanical engineering elective.Grounded in a human centered design framework, the inclusive engineering design coursefocused on (1) the value of a
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Philip Asare, University of Toronto; Alan Cheville, Bucknell University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43211Work in Progress: Grading through a Capability LensDr. Stewart Thomas, Bucknell University Stewart J. Thomas received the B.S. and M.Eng. in Electrical Engineering from the University of Louisville in Louisville, Kentucky in 2006 and 2008, respectively, and the Ph.D. in Electrical and Computer Engineering from Duke University in Durham, North Carolina in 2013. He has served on the organizing committee for the IEEE International Conference on RFID series since 2014, serving as the Executive Chair in 2022, with research interests in areas of low-power backscatter communications systems and IoT devices. He
- 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
Paper ID #41946Bridging the Equity Gap: Environmental Justice Education in K–16 for EngineeringTeaching and LearningDr. 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 liberated and environmentally just environments for Black
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
% the proportion of female registrants. Figure 1. Newly licensed engineers who are women1However, gender diversity is only one dimension, and for many post-secondary institutions in BritishColumbia (BC), is one that is typically acquired through the admissions office [1]. Although this datahas evolved to better capture the gender diversity of students more holistically, under-representedgroups also extend beyond the visible (e.g. racialized minorities) to the invisible (e.g. socio-economicstatus, sexual orientation) [2], [3]. For example, in 2021 almost 7.4% of Canadians lived in poverty2while close to 18% of Canadians aged 15 and older met the diagnostic criteria for a mood, anxiety, orsubstance use disorder over the
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39681Common Metrics: Lessons from Building a Collaborative Process for theExamination of State-level K–12 Computer Science Education DataRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent nearly 20 years evaluating and researching projects in STEM education from K-12 through graduate programs.Sarah T. DuntonJayce R. Warner, University of Texas, AustinMr. Jeffrey XavierJoshua Childs, University of Texas, AustinDr. Alan Peterfreund, SAGE ©American Society for Engineering Education, 2023 Common Metrics: Lessons from
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39099Improving Video-Conference Workshops through an Intersectionality LensDr. Carol Elizabeth Marchetti, Rochester Institute of Technology Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.Prof. Margaret B. Bailey, P.E., Rochester Institute of Technology Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey
- 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
), Garcia, Elaouinate, and Tinoco. There were three other projectsled by JEDIs who did not participate in this study, and a handful of projects that Garcia,Elaouinate, and Tinoco explored but never saw through due to their limited capacity or shifts intheir interests.6.4.1. STEM Field Day Outreach InitiativeAll JEDIs, including the two who did not take part in this study, demonstrated excitement aboutK-12 outreach during the training process. So, when Garcia proposed hosting STEM field dayevents at local K-12 schools and community centers to engage students in fun STEM activitystations and expose them to STEM career pathways, everyone decided to take part. Garciaoriginally had this idea when they were outreach chair for SHPE at FIU, but they were
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
CodingIn this study, the researcher utilized reflexive thematic analysis [12], [13], [14], [15] to engagecritically with the articles identified through the scoping review process towards an improvedunderstanding of STEMM mentorship in student organizations in higher education. Reflexive thematic analysis (RTA) is a powerful, “theoretically flexible” approach to thematic analysis first developed by Braun and Clarke in 2006 for “qualitative research in and beyond psychology” [13]. Doing
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 Tactile Learning: Making a Computer Vision Course Accessible through Touch-Based InterfacesThe term "visual learner" is a ubiquitous concept in education. It is often associated withexperiential or example-based teaching that
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Madeleine Jennings, Arizona State University
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- Diversity
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- Culture & Social Justice in Education, Equity
Paper ID #32384Examining the STEM Institution and Imagining the Beginnings of aRevolutionary Praxis Through the Queer PerspectiveMadeleine Jennings, Arizona State University Madeleine Jennings is a doctoral student and graduate research assistant at Arizona State University - Polytechnic Campus, pursuing a PhD in Engineering Education Systems and Design and a MS in Human Systems Engineering. They received a BS in Manufacturing Engineering from Texas State University - San Marcos. Madeleine’s research interests include investigating and improving the experiences of marginalized and invisible identities in engineering, such as
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Rania Al-Hammoud, University of Waterloo; Soukaina Jazouli; Andrea Atkins, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
with the teaching methods in the classroom.Soukaina JazouliMrs. Andrea Atkins, University of Waterloo Andrea Atkins is a lecturer in Architectural Engineering at the University of Waterloo. Previously, she was a structural designer at Blackwell Structural Engineers in Toronto. ©American Society for Engineering Education, 2023 Embedding Equity in an Undergraduate Introductory Course Through Experiential LearningRania Al-Hammoud1, Soukaina Jazouli1, and Andrea Atkins11Department of Civil and Environmental Engineering, University of Waterloo, Waterloo,Ontario, CanadaAbstractEquity has been newly introduced as an outcome that needs to be addressed and assessed
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
insidiousWhiteness is and how it has infiltrated systems and institutions from K-12, through highereducation, and into industry. Hegemony and Whiteness in STEM manifest in many ways but isevident by looking at the demographics within higher education and industry. In fall of 2020,almost three-quarters of faculty in the USA were white (39% white males, 35% white females)[2], [3]. Within the STEM industry, white workers make up two-thirds of workers while inengineering and architects, white workers are overrepresented at 71% [4]. Not only is there anoverrepresentation of Whiteness within STEM, there is a wage disparity that continues to grow.Black full-time and year-round workers from the age of 25 and up only make 78% of their whitecounterparts’ median
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Noelle K Comolli, Villanova University; David Jamison, Villanova University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44144Race, Justice and Engineering Design - a pilot freshman engineering courseDr. Noelle K Comolli, Villanova University Noelle Comolli is an Associate Professor and the Chair of Chemical Engineering at Villanova University. Her research focuses on polymers for biomaterials and targeted drug delivery, as well as engineering education. She received her Ph.D. from Drexel UnivDr. David Jamison, Villanova University David Jamison is a Teaching Professor of Mechanical Engineering and the Associate Dean for Undergraduate Affairs at Villanova University. His expertise and teaching focus is in orthopedic biomechanics and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39701Examining an Equity-Focused Collective Impacted Project through the Lensof Alliance Members’ Prior ExperiencesRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent almost 20 years evaluating and researching STEM education projects from K-12 through graduate programs.Dr. Monica McGill, CSEdResearch.org Monica McGill is President & CEO of CSEdResearch.org. Her area of scholarship is K-12 computer science and cybersecurity education research with a current focus on diversity and improving the quality of research
- Conference Session
- Changing How We Pursue Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego
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- Culture & Social Justice in Education, Equity
) Engineering. She previously served as the project manager and lead editor of the NSF-funded TeachEngineering digital library (TeachEngineering.org, a free library of K-12 engineering curriculum), during which she mentored NSF GK-12 Fellows and NSF Research Experiences for Teachers (RET) par- ticipants from across the country on the creation and publication of their original engineering curriculum. Dr. Forbes is a former high school physics and engineering teacher and a former NSF GK-12 Fellow.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Associate Professor and Faculty Lead for the Engineering Exchange for Social Justice, in the Shiley Marcos School of Engineering at University of San Diego
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
] explored developing teamwork skills among transnational students inengineering and technology programs through a course with 152 students and showed theirparticipants learned more in team-based activities in comparison to the individual studyapproach, and participants were successful in transforming their teams into more effectivelearning environments. In addition, most participants preferred team-based projects overindividual ones.Gutierrez et al. [10] studied the perceptions of undergraduate engineering and education studentsabout their interdisciplinary teams while transferring from a face-to-face format to an onlinedelivery mode. They concluded that early establishment and maintenance of roles and routines,synchronous communication tools to
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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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- Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana
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- Culture & Social Justice in Education Division (EQUITY), Equity
, “Towards a pedagogical model of social justice inengineering education,” ICSIE, pp. 55–59, 2019.[8] A. Pawley, “What counts as “Engineering”: Toward a redefinition”, in Engineering andSocial Justice: in the university and beyond, A. Pawley, D. Riley and C. Baillie West, Eds.Lafayette, IN: Purdue University Press, 2012, pp. 59-86.[9] M. Cardella, C. Zoltowski, W. Oakes, “Developing human-centered design practices andperspectives through service learning” in Engineering and Social Justice: in the university andbeyond, A. Pawley, D. Riley and C. Baillie West, Eds. Lafayette, IN: Purdue University Press,2012, pp. 11-30.[10] A. Pawley, “Learning from small numbers: Studying ruling relations that gender and racethe structure of U.S. engineering
- Conference Session
- 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
: Implications for Computing Education. ACM Trans.Comput. Educ. 11, 3, Article 19 (October), 2011. https://doi.org/10.1145/2037276.2037283[26] C. Burke, R. Luu, A. Lai, V. Hsiao, E. Cheung, D. Tamashiro & J. Ashcroft. Making STEMEquitable: An Active Learning Approach to Closing the Achievement Gap. International Journalof Active Learning, 5(2), 71-85, 2020. Retrieved March 14, 2024 fromhttps://www.learntechlib.org/p/218451/.[27] B. A. White, J. R. Miles & K. A. Frantell. Intergroup dialogue: A justice‐centered pedagogyto address gender inequity in STEM. Science Education, 105(2), 232–254, 2021.https://doi.org/10.1002/sce.21599[28] N. Holland. Equity in STEM through culturally responsive pedagogy. Phys. Teach. 1October; 60 (7): 616–617, 2022
- Conference Session
- 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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- Kelyn Rola, Southern Methodist University; Hannah Louis, Southern Methodist University; Alain Mota, Southern Methodist University; Kathy Michelle Hubbard, Southern Methodist University
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Alain also serves as the lead program manager of the Summer Engineering Camps an effort that is centered on development of the engineering identity through direct experiences with Engineering fields and design challenges in the informal STEM learning space. Finally, he manages and supports research and development of new and innovative approaches to exposing Pk-12 students to active learning frameworks such as Maker Sprints and Project Based Learning. Alain has a Master of Science in Interdisciplinary Environmental Studies from the University of Texas at El Paso and a Master of Arts in Design and Innovation from Southern Methodist University. As part of his goals to contribute across the University Alain also
- Conference Session
- 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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- Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC
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- Culture & Social Justice in Education Division (EQUITY), Equity
), serves as a crucial lens through which weexamine the experiences of URM doctoral students within the context of engineering disciplines.CRT acknowledges the systemic nature of racial inequalities and allows us to delve into thenuanced ways in which race intersects with career interests, health outcomes, and experiences ofracialized stress. By adopting CRT, we aim to uncover the underlying structures and processes thatcontribute to the disparities observed, especially in the representation of URM students within ME,EE, and CE. In our exploration, we extend our analysis beyond race to include a broader spectrumof demographic factors, including gender and US citizenship status. This inclusive approach isrooted in the recognition that students
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Our goal is twofold: to introduce ARIE concepts through personalengagement with course-related topics and to strategically incorporate role models to enhancestudent understanding and motivation. Our team hypothesizes that by incorporating theseprinciples into a STEM course, students are not only equipped with technical proficiency butalso develop the critical ability to evaluate the wider societal impacts of domain-specificknowledge. In each targeted course, the revision introduces a sequence of group assignments,class discussions, and presentations that explore historical, ethical, or social issues related to thecourse topics with a focus on anti-racism, diversity, inclusion, and equity in the discipline. Whilethe proposed changes are
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
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- Culture & Social Justice in Education Division (EQUITY), Equity
Sustainable Transportation, 2018.[13] K. Sims, E. Muehlegger. “Giving green to get green? Incentives and consumer adoption of hybrid vehicle technology”. Journal of Environmental Economics and Management. doi:10.1016/j.jeem.2010.05.004. Elsevier 2010.[14] El Paso Herald Post. “Chihuahuita, El Segundo Barrio Neighborhoods on Most Endangered List of Historic Places”. October 2016. URL: https://elpasoheraldpost.com/chihuahuita-el-segundo-barrio-neighborhoods-endangered- list-historic-places/ last accessed, Aug 15, 2022.[15] Texas Department of Transportation, Beyond the Road. A Journey Through Chihuahuita. Celebrating 160 Years of Community History. September 2018.[16] M. Ehsani Et Al. “State of the Art
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
: 10.1002/ets2.12271.[5] S. F. Roberts, E. Pyfrom, J. A. Hoffman, C. Pai, E. K. Reagan, and A. E. Light, “Review of Racially Equitable Admissions Practices in STEM Doctoral Programs,” Educ. Sci., vol. 11, no. 6, p. 270, May 2021, doi: 10.3390/educsci11060270.[6] National Science Foundation, “The State of U.S. Science and Engineering 2022,” 2022. Accessed: Dec. 10, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20221[7] S. K. Gardner and K. A. Holley, “‘Those invisible barriers are real’: The Progression of First-Generation Students Through Doctoral Education,” Equity Excell. Educ., vol. 44, no. 1, pp. 77–92, Feb. 2011, doi: 10.1080/10665684.2011.529791.[8] G. Gay *, “Navigating marginality en route to the professoriate
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- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Robyn Mae Paul, University of Calgary
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- Culture & Social Justice in Education Division (EQUITY), Equity
, for several months” (even if that is what I hadplanned for myself) (Weatherall, 2019, p. 105). Writing occurs through a network of reciprocaland interpersonal relationships that influence the words, the motivations, and the results. Thesefriends, as well as my supervisors, supported me in transcending the normative structures of‘quality’ engineering writing. They supported me in going beyond the ‘malestream’ ofengineering to express “what was previously inexpressible, unknowable as well as unresearched”(Kociatkiewicz & Kostera, 2023, p. 14).The best example of this is how for the final three months of writing I scheduled virtual‘accountability meetings’ with colleagues and friends who were also writing or studying. At thebeginning of the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
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- Culture & Social Justice in Education Division (EQUITY), Equity
land-grant and historically Black college and university (HBCU), and the other two are historicallyHispanic Serving Institutions (HSI). The LSAMP-NSF programs, in these institutions, have themission to focus “on increasing the number of STEM bachelor’s and graduate degrees awardedto populations historically underrepresented in STEM fields” [4] and “support for science andengineering education, from pre-K through graduate school and beyond” [17]. To obtain a list of all mentors and minority protégés who are or have been in theirLSAMP program, the LSAMP program coordinators, from each of the four universities, werecontacted by the Sociology Research Team Participants. Then, participants were contacted toagree to participate in an
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
present helpful resources to instructors to alleviate part of this labor, as a set of resourcesthat are readily available to be used in their courses (e.g., [2]–[4]), while also equipping studentswith knowledge of how to individually and collectively foster inclusive classroom practices andstronger agency in advocating for changes they wish to see in their courses by pointinginstructors to existing resources within such toolkits.In this work-in-progress paper, we present an Inclusive Teaching Toolkit, a set of resources,tools, and guides for instructors and students to foster inclusive and accessible practices in theirclassrooms, created through a reflection-based co-design with instructors and students. While avariety of similar toolkits have
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39797(Re)membering Indigenous Spirituality in Engineering Education: A NarrativeLiterature ReviewMr. Austin Morgan Kainoa Peters, Purdue University Austin Morgan Kainoa Peters was born and raised in Wailuku, Hawaii where he attended Kamehameha Schools Maui (KSM). This private, Christian K-12 institution gives admission preference to children with Hawaiian ancestry and attempts to incorporate Hawaiian culture, history, and values into a Western-based curricula. Although KSM has many colonial influences, it taught Peters to see the benefits of his ethnicities, especially Native Hawaiian, within academia. Peters
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- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University
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- Culture & Social Justice in Education, Equity
Engineering Education, 2021Redressing Inequities within our Margin of Maneuverability:A Narrative Inquiry StudyKristen R. Moore, University at BuffaloRebecca Walton, Utah State UniversityNatasha N. Jones, Michigan State UniversityAbstractThis extended example illustrates the ways an individual’s margin of maneuverability affects andshapes their approach to redressing inequities. After explicating the relationship betweeninclusion and oppression, the authors use a case of unjust academic paper reviewing todemonstrate how they walked through the 4Rs: Recognize, Reveal, Reject Replace. This appliedtheory of inclusion can be deployed in a range of contexts, and its on-the-ground applicationdepends on several elements, including the margin of
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- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
international students. Practitioners of engineering education have a responsibility to work towards alleviatingsuch inequities in their classrooms through a pedagogy of care centered around a recognition ofsuch practices as ableist and discriminatory against students who hold identities traditionallymarginalized in engineering classrooms ([12], [22]). As they work towards such alleviation, theyoften leverage tools and resources that traditionally marginalized students can use to achievecourse learning objectives at similar levels and draw more benefit from as opposed to thosewithout such identities. In this paper, I advocate for ChatGPT being one such tool. While the focus of theexploration initially was on international students, I also
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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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- Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle
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- Culture & Social Justice in Education Division (EQUITY), Equity
the threat of the different strains of the Covid-19 virus hasreduced and consequently, a large number of institutions have reverted to in-person modes ofinstruction that prevailed prior to the start of the pandemic (e.g. [2], [3]). The near-totalsuspension of HyFlex instruction has been met with little protest in the academic community,with only a handful of researchers speaking in its favor (e.g. [4]–[6]). In this paper, we align our voices in support of HyFlex learning, arguing that theCovid-19 pandemic taught us the valuable lesson that HyFlex learning options should alwayshave a place in education, as we particularly make a case for our field of design engineeringeducation. Through empirical research consisting of semi-structured