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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Diversity

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

Paper ID #44324Tactile Learning: Making a Computer Vision Course Accessible throughTouched-Based InterfacesDr. Seth Polsley, University of Nebraska, Lincoln Dr. Seth Polsley is an Assistant Professor of Practice in the Jeffrey S. Raikes School of Computer Science and Management at the University of Nebraska–Lincoln, with his academic home in the School of Computing. His research focuses on the combination of intelligent systems design and human-computer interaction in order to support novel educational and universal computing experiences.Ms. Amanda Kate Lacy Amanda Lacy is a PhD student at Texas A&M University in the

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

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez

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Diversity

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

Arts in Education from UTEP. She has led and co-led numerous grants from corporate foundations and state and federal agencies, and has numerous publications in refereed journals and edited books. Her research interests include communities of practice, gender, transformative learning, and identity.Elaine HamptonMary K. RoyTomas SandovalAndrea Villagomez ©American Society for Engineering Education, 2023 Using Academic Controversy in a Computer Science Undergraduate Leadership Course An Effective Approach to Examine Ethical Issues in Computer Science EducationAbstractThe technology field today, with continually emerging social media and communicationplatforms, is

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University

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Diversity

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

Paper ID #42799WIP: Understanding the Experiences of Neurodivergent Learners in Engineeringand Computing MajorsDelanie Robertson, Clemson UniversityLeila Elizabeth WilliamsKylie Nicole Avitabile, Clemson UniversityDr. D. Matthew Boyer, Clemson University Dr. D. Matthew Boyer is a Research Associate Professor in the Department of Engineering and Science Education in the College of Engineering, Computing, and Applied Sciences at Clemson University, Clemson, South Carolina. His work involves how we use technology to build and transfer knowledge in a range of learning environments. ©American Society for

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

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

forlongitudinally assessing AiiCE’s impact. Additionally, this research contributes to the expandingwork on computing-specific frameworks for creating identity-inclusive learning environments,which is increasingly important, given efforts to restrict diversity, equity, inclusion, andaccessibility (DEIA) initiatives in education. The remainder of this paper is organized as follows.First, the instrument development, data collection, and analysis methods are described. Then, theresults section details respondent characteristics, tenet use, and identified barriers. We concludewith a discussion, limitations, and future work.POSITIONALITY STATEMENTWe are a diverse team of scholars who all hold at least one identity that is historicallyunderrepresented in

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

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Diversity

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

Paper ID #37578How Do Students Take up Notions of Environmental Racism in anEngineering Computational Methods Course?Dr. Desen Sevi Ozkan, Tufts University Desen is a postdoctoral researcher at Tufts University in the Center for Engineering Education Outreach and the Institute for Research on Learning and Instruction Tech. She holds a Ph.D. in Engineering Edu- cation from Virginia Tech and a B.S. in Chemical Engineering from Tufts University.Ms. Cynthia Hampton, Virginia Tech Cynthia Hampton is a postdoctoral fellow with the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech. She has done work as a

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

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Diversity

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

(e.g., Association of Computing Machinery)? 10. Are you a member of any university clubs or organizations? 11. In your computing department, do you have opportunities to learn about topics related to race in: a. Courses b. Workshops/lecture series Construct 3: Belonging/Comfort in Computing Courses/Departments 1. *I frequently discuss topics related to race and/or racial discrimination with: a. My three closest college friends b. Classmates (major courses) c. Classmates (non-major courses) d. Other students in department-related computing organizations you participate in (if any) e. Other students in university clubs/organizations you participate in (if any)? 2. *I would be comfortable being one of the few people or

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, 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

Paper ID #37223The Danger of a Single Story: A Critical and Holistic Account ofRachel’s Experience in Computing for Broadening ParticipationMrs. Nivedita Kumar, Florida International University Nivedita is pursuing her Ph.D. in Engineering & Computing Education at Florida International Univer- sity. She has a computer science and engineering background as well as K-12 teaching. She thinks about creating an inclusive learning environment using critical and feminist frameworks in undergraduate engineering and computing classrooms.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor

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

work collectively to tackle some of these questions. Topics that haveemerged include: ● How do we measure BPC in K–8 settings, or in courses where computing is integrated into another subject area? ● What can we learn about pathways? Do students who are exposed to a foundational CS course continue on to more advanced CS courses? This question is particularly important for states that have adopted a CS for All approach which requires CSEd in middle or early high school or as a graduation requirement. ● Does the classification of a CS course as a CTE or comprehensive course influence who can teach it, changing access for students? Does it change who participates?States have also recognized that data is

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln

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Diversity

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

a Visiting Assistant Professor in Mathematics at Denison University. Her experiences as a mathematician, computer scientist, and mathematics instructor now inform her work in STEM education, where she is interested in equity, inclusion, and student STEM identity.Johan Benedict Cristobal, University of Nebraska, Lincoln Johan Benedict Cristobal is a fourth-year Mathematics doctoral candidate and student at the University of Nebraska-Lincoln (UNL). His dissertation work is in Mathematics Education, centered around how instructors have framed their teaching and their students’ learning. His central research question are how these frames shape how instructors notice classroom events and how culture shapes these frames

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC

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Diversity

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

Paper ID #43782Unveiling Demographic Influences and Differential Career Preferences amongEngineering Graduate Students: A Comparative Analysis of Mechanical,Electrical, and Computer EngineersDr. Ebony Omotola McGee, The Johns Hopkins University Dr. Ebony McGee is a Professor of Innovation and inclusion in the STEM Ecosystem in the School of Education and the Department of Mental Health in the School of Public Health at Johns Hopkins University. Dr. McGee is an electrical engineer by training and an 11-time NSF investigator awardee. She is the leading expert on both race and structural racism in STEM, with all its toxic

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

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

programdevelopment.Keywords: communities of practice, transformative learning, sense of belonging, careerpreparedness, undergraduate education, capstone design, URM students, women inengineering, first-generation, underrepresented racial minority students, underserved studentcommunities, marginalized students, case study, program development research, developernarratives, longitudinal study, educational action research 1. IntroductionThis report describes the most recent full year (2022-2023) of the Oregon State UniversitySchool of Electrical Engineering and Computer Science Design Student Community of PracticeProgram. The program development details and the research process, data collection, andimplementation methodology

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

, vol. 42, no. 2, pp. 164–176, Jun. 2013, doi: 10.1080/03057240.2013.785942.[25] K. Ellis, K.-T. Kao, and T. Pittman, “The Pandemic Preferred User,” FC, vol. 17, no. 2, pp. 17–27, Sep. 2020, doi: 10.32855/fcapital.202002.002.[26] B. Beatty, “Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap,” presented at the EdMedia + Innovate Learning, Association for the Advancement of Computing in Education (AACE), Jun. 2007, pp. 2701–2706. Accessed: Feb. 13, 2023. [Online]. Available: https://www.learntechlib.org/primary/p/25752/[27] B. J. Beatty, “Hybrid classes with flexible participation options – If you build it, how will they come?,” Association for Educational Communications and Technology Annual Convention

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

] conducted a literature review summarizing the findings of 58 articles from 13 differentcountries about the different equity-oriented approaches in education from 2010 to 2020. Thepapers were categorized into 4 different education interventions: programmatic configurations,curricular settings, pedagogical approaches and learning activities. The programmaticconfiguration category refers to integrating equity methodically into the most important elementsof education programs, for instance curriculum design, admission process, internships, andteaching. The program curricula category refers to off-campus experiences and academic courses.The pedagogical approaches category refers to fundamental rules, models, or educational teachingstrategies. The

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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

Paper ID #39355”We’re Learning like Everyone Else”: Best Practices from Men AlliesDanielle Vegas Lewis, SUNY Fredonia Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo’s Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to under

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

institute of Technology. Sriram received a B.E degree in Computer Science and Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #34077Institutional Data as Motivation for Course-level Change in EngineeringDr. Molly McVey, The University of Kansas Dr. Molly A. McVey is a post-doctoral teaching fellow at the University of Kansas School of Engineering where she works with faculty to incorporate evidence-based and student-centered teaching methods, and to research the impacts of changes made to teaching on student learning and success. Dr. McVey earned her Ph.D in Mechanical Engineering from the University of Kansas in 2012.Dr. Caroline R. Bennett P.E., The University of Kansas Caroline is a Professor in the KU Civil, Environmental, and

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

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Culture & Social Justice in Education, Equity

. All of the paperswere published between 2011-2019. One paper was a journal article published in theInternational Journal of Technology Enhanced Learning and seven were conference papers: sixprepared for the American Society for Engineering Education annual conference and oneprepared for the International Conference on Industrial Engineering and Applications. Sevenstudies took place in the United States and one took place in Ecuador. The online undergraduatecourses included mechanical engineering, systems engineering, ethical decision-making inengineering and technology, technology project management, and computer engineering.Sample sizes ranged from 25-49 students. The methods employed in the eligible papers includedstructural equation

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

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

Paper ID #44366WIP: The Role of Classroom Teaching Practices on the Academic Success ofEngineering College Students with ADHDNolgie O. Oquendo-Col´on, University of Michigan Nolgie O. Oquendo-Colon is an Engineering Education Research PhD student at the University of Michigan. He holds a MS and BS in Industrial Engineering from the University of Puerto Rico at Mayaguez.Miss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests encompass faculty development and change, neurodiverse college student learning experiences and

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #33094Seeing the Invisible: The Year This White Woman Spent Learning at an HSIDr. Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo Dr. Lizabeth Thompson is a professor in Industrial and Manufacturing Engineering. She has been at Cal Poly for nearly 30 years and has held various positions on campus including Co-Director of LAES, Director of Women’s Engineering Programs, and CENG Associate Dean. Her research is in Engineering Education, particularly equitable classroom practices, integrated learning, and institutional change. She spent last academic year at Cal State LA where she

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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

liberated and environmentally just environments for Black people, and other minoritized individuals. She believes in fostering racial solidarity and finding her own path in the movement.Dr. Corey T Schimpf, University at Buffalo, The State University of New York Corey Schimpf is an assistant professor in the Department of Engineering Education at University at Buffalo. He is the Division Chair for the Design in Engineering Education Division (DEED) for the American Society of Engineering Education 2024 annual conference. His research interests include engineering and human-centered design, advancing research methods, and technology innovations to support learning in complex domains. He has a PhD from Purdue University in

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristin A. Bartlett, University of Kentucky

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Diversity

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

] D. Voyer, S. Voyer, and M. P. Bryden, “Magnitude of Sex Differences in Spatial Abilities:A Meta-Analysis and Consideration of Critical Variables,” American Psychological Association,vol. 117, no. 2, pp. 250–270, 1995.[7] M. Serrano Anazco and S. Zurn-Birkhimer, “Using Origami and CAD as Tools forSpatial Ability Training for First-year Female Engineering Students,” in 2020 ASEE VirtualAnnual Conference Content Access Proceedings, Virtual Online: ASEE Conferences, Jun. 2020,p. 35468. doi: 10.18260/1-2--35468.[8] S. A. Sorby, N. Veurink, and S. Streiner, “Does spatial skills instruction improve STEMoutcomes? The answer is ‘yes,’” Learning and Individual Differences, vol. 67, no. 2018, pp.209–222, Oct. 2018, doi: 10.1016/j.lindif

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

Tagged Divisions

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

in the University of Michigan’s College of Engineering Technical Communication Program. He regularly teaches first-year, intermediate, and senior writing courses for students in all engineering disciplines, but especially Mechanical Engineering and Computer Science Engineering. His research focuses on the interplay between identity, experience, and agency in language and literacy practices in technical and workplace communication contexts through translingual and linguistic justice frameworks. ©American Society for Engineering Education, 2024 Mechanical engineering reasoning diagram: How can modeling engineering thinking support learning in writing intensive labs?The

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #34275Supporting Equitable Team Experiences Using Tandem, an Online Assess-mentand Learning ToolDr. Robin Fowler, University of Michigan Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a ”communication coach” to students throughout the curriculum, and she’s especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. She is one of the faculty co-innovators behind Tandem.Dr

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

Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State Universit ©American Society for Engineering Education, 2023 Counterspaces: Underrepresented Students Find Community and Supportive Learning Spaces During a Global PandemicIntroductionRedShirt programs in engineering are intended to support the success of historically marginalized groupsin STEM by providing alternative access pathways into engineering undergraduate programs and supportsystems to succeed through to degree attainment. These programs unto themselves are one means ofstructurally changing academic institutions by disrupting traditional admissions pathways which havehistorically restricted access to

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

construction: A case study of engineering students. Journal of Research in Science Teaching, 41(3), 267–293. https://doi.org/10.1002/tea.20003Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355Lingard, R., & Barkataki, S. (2011, October). Teaching teamwork in engineering and computer science. 2011 Institute of Electrical and Electronics Engineers (IEEE) Frontiers in Education Conference, Rapid City, South Dakota. https://doi.org/10.1109/FIE.2011.6143000Masta, S., Grant, J., Margherio, C., Dickerson, D., Ohland, M. W., & Pawley, A. L. (2023). Onfaculty responsibility for increasing students’ sense of

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

Paper ID #41362Redefining Engineering Literacy with Generative AI: Impacts and Implicationsfor Diverse Languages and Expertise in Engineering EducationDr. Clay Walker, University of Michigan Dr. Walker is a Lecturer III in the University of Michigan’s College of Engineering Technical Communication Program. He regularly teaches first-year, intermediate, and senior writing courses for students in all engineering disciplines, but especially Mechanical Engineering and Computer Science Engineering. His research focuses on the interplay between identity, experience, and agency in language and literacy practices in technical and

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

a Long Time Our Voices have been Hushed’: Using Student Perspectives to Develop Supports for Neurodiverse College Students,” Frontiers in Psychology, vol. 8, no. APR, p. 544, Apr. 2017, doi: 10.3389/fpsyg.2017.00544.[15] S. Davis and R. Jones, “The Genesis, Evolution, and Influence of Undergraduate Research Mentoring Relationships,” International Journal for the Scholarship of Teaching and Learning, vol. 14, no. 1, May 2020, doi: 10.20429/ijsotl.2020.140106.[16] M.-J. Wu, K. Zhao, and F. Fils-Aime, “Response rates of online surveys in published research: A meta-analysis,” Computers in Human Behavior Reports, vol. 7, p. 100206, Aug. 2022, doi: 10.1016/j.chbr.2022.100206.[17] P. Carreira and A. S. Lopes, “Drivers of

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

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Diversity

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

education in the STEM fields, and that onefeature of higher education practice is the filtering of those worthy of learning STEM in highereducation [6]. Evidence from higher education research more broadly indicates these hegemonicscripts are embedded in post-secondary institutions, and that faculty and administrators may havethese scripts embedded in their own understanding of schooling [7].In contrast, engineering and computing departments could embrace counter scripts [8], thealternative notions that privilege equity, inclusion, and social justice. Counter scripts relevant tothis work are pedagogy of empowerment, in which learners are encouraged to question policiesand practices that do not serve them, and education for social justice, which

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

Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics