Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

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Diversity

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Culture & Social Justice in Education, Equity

group work, which often reinforces traditional gender-based roles[18]–[21]. An additional body of literature examines these students’ perceptions of engineeringexperiences, including how intersectionality affects these perceptions [22]–[25]. Likewise, thereis already a body of research from diverse scholars focused on disrupting dominant narrativesacross curricula and educational disciplines [26]–[30]. Disrupting predominant curriculum (andpedagogy) is particularly relevant in order to diversify the field of engineering. For example,Knight et al. found that engineering curricula that emphasized interdisciplinary connectionswere viewed more favorably by women students [31]. This is not a surprising finding, asadditional research supports the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida

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Diversity

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

Educations,” in Handbook of STEM Faculty Development, 2022.[9] I. Villanueva et al., “What does hidden curriculum in engineering look like and how can it be explored?,” in 2018 ASEE Annual Conference & Exposition, 2018.[10] R. J. Downey and I. Villanueva Alarcón, “Reading the world of engineering education: An exploration of active and passive hidden curriculum awareness,” in 2022 ASEE Annual Conference & Exposition, 2022.[11] I. Villanueva, L. Gelles, K. Youmans, and M. di Stefano, “Exploring how engineering faculty, graduates, and undergraduates evaluate hidden curriculum via emotions and self-efficacy,” in Northern Rocky Mountain Educational Research Association, 2018. doi: 10.1109

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

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

of their responsibilities and practices as engineers” [18, pg.498]. Ultimately, they recommend full integration over partial integration.Chang et al. worked to use social inclusion in the design stage of curriculum development tobolster professional development and, “increase socially responsive value in the professionaldevelopment of student engineers” [3, pg. 237]. They use “social informatics” which theydescribe as a “meta-discipline” that explores ethical and social impacts into structural andinteractional patterns between people and technology. The curriculum was designed forengineering seniors and graduate students as a single service-learning course. It includedworking on technical projects and directly with the users to determine how

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather R. Beem, Ashesi University

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Diversity

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Culture & Social Justice in Education, Equity

. 797–811,1995. [Online]. Available: https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.69.5.797[7] Bandura, A. “Self-efficacy,” In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior,4 (pp. 71-81). New York: Academic Press, 1994.[8] Krajcik, J. S., & Blumenfeld, P. C. “Project-based learning,” In Cambridge Handbook of theLearning Sciences (pp. 317-34), 2006.[9] Somerville, M., et al. “The Olin curriculum: Thinking toward the future,” IEEE Transactionson Education, vol. 48, no. 1, pp. 198-205, 2005.[10] Graham, R. “UK approaches to engineering project-based learning,” White Paper sponsoredby the Bernard M. Gordon/MIT Engineering Leadership Program, 2010. Available:http://web.mit.edu/gordonelp/ukpjblwhitepaper2010.pdf[11] Hadim

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

. 4CIP codes generally apply to all levels of certificates and degrees. So, this is an issue forthe CIP code used to describe some ET programs like Mechanical ET and Electrical ET.The two-digit designation used for ET programs is 15.XX, defined in the CIP as“Engineering/Engineering-Related Technologies/Technicians”. So, this classificationgroups the 2-yr Associate and the 4-yr Bachelor degree together. The classification alsomay include the programs that have less engineering and more management courses intheir curriculum. The corresponding SOC Crosswalk code is (17-3020) “EngineeringTechnologists and Technicians, Except Drafters”.For example, the CIP for Mechanical Engineering Technology programs that mostinstitutions use for reporting is (15

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

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Diversity

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

“active learning.” We chose to limit the scope of this review to studies thatspecifically focus on social justice, but want to recognize that additional empirical work is beingdone, and, although not included in this review, that work also informs the implementation ofsocial justice work in our engineering classrooms.Literature examining courses that integrate social and technical aspects of engineeringMost of the papers we reviewed did not mention the use of a framework in the design of thecourse or in the evaluation of student outcomes (e.g., [1], [28]–[30]). Those that did used avariety of different frameworks. Specifically, Chen et al. [31] used Problem-Based and Project-Based Learning (e.g., [32]), Leydens et al. [13] and Reynante [33] used

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

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Diversity

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

voluntary organization Engineers Without Borders (USA), for example, promotes ethicaland sustainable engineering solutions that protect human dignity and respect for theenvironment. Similarly, the American Society for Engineering Education (ASEE) urges that“Engineering students should learn about sustainable development and sustainability in thegeneral education component of the curriculum as they are preparing for the major designexperience. (ASEE, n.d., p. 1.)” Sustainability hinges in part on the ability of faculty to understand and shape students’attitudes and behaviors towards sustainability (Misseyanni et al., 2020, p. 173). The Universityof Connecticut (UConn) has pioneered in developing a curriculum that equips engineeringstudents

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

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Diversity

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

participating institutions’ curriculum inAerospace Engineering, Chemical Engineering, Civil Engineering, Electrical Engineering,Industrial Engineering, and Mechanical Engineering and identified differences in instruction.Next, in partnership with faculty learning communities, we analyzed student performance andoutcome data to identify where differences in curriculum and instruction impacts time-to-degree.Lastly, using the information gathered in aims one and two, we evaluate if the curriculumstructure and design at each institution creates systemic inequities impacting time-to-degreewithin engineering disciplines.Two of the key components of this study are to work with faculty learning communities toanalyze student performance data and curricular

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

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

Paper ID #42024Inclusive Teaching Practices in Engineering: A Systematic Review of Articlesfrom 2018 to 2023Rajita Singh, University of Oklahoma Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

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Diversity

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Culture & Social Justice in Education, Equity

& Javernick-Will, 2015; Riley, 2008; Wilson et al., 2011).First-year engineering courses are critical in helping students form their engineering identitiesthat help them persist through the curriculum (Meyers Ohland, Pawley, Silliman, & Smith, 2012;Tonso, 2007). However, while resources have been spent on increasing access for minoritized1students in engineering, these resources have been at odds with the values held in theengineering discipline that result in the continued exclusion of these students (Slaton, 2015;Rohde et al., 2020; Riley, 2017). The engineering curriculum implies a technical/social dualismin which the technical is more important and unaffected by social dimensions, which is counterto the lived experiences of those

Conference Session

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

Collection

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

Tagged Divisions

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

engineering education. Her current book project, On the Bleeding Edge: Gender, Immigration and Precarity in Semiconductor Engineering, investigates the intersections of gender, race/ethnicity, and immigration status among semiconductor engineers.Dr. Michael S Thompson, Bucknell University Stu is an associate professor and chair of the department of Electrical and Computer Engineering at Bucknell University, in Lewisburg, PA. While his teaching responsibilities typically include digital design, computer-related electives, and senior design, his focusDr. Rebecca Thomas, Bucknell University Rebecca Thomas is the inaugural director for the Pathways Program at Bucknell University, where she oversees the rollout of Bucknell’s

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

.” Preprint.Vasconcelos, S. M., et al., (2008). “Researchers' writing competence: a bottleneck in the publication of Latin‐American science?” EMBO reports, 9(8), 700-702.Vest, D., Long, M., & Anderson, T. (1996.) Electrical engineers' perceptions of communication training and their recommendations for curricular change: Results of a national survey. IEEE Transactions on Professional Communication 39, no. 1: 38-42.Walton, R., Moore, K. & Jones, N. (2019). “After the social justice turn: Building coalitions for action.” Routledge. https://doi.org/10.4324/9780429198748-3Weidinger, L., et al. (2023). "Sociotechnical Safety Evaluation of Generative AI Systems." arXiv preprint arXiv:2310.11986.Wheeler, E., & McDonald, R. L

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

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Culture & Social Justice in Education, Equity

al. [10] 2004 Campus Instructor Led Curriculum change Climate Davis and Finelli 2007 Campus Instructor Led Service learning and [11] Climate undergraduate research Du and Kolmos 2009 Classroom Instructor Led Project based learning [12] Climate Paguyo et al. [13] 2015 Classroom Instructor Led Class activities for Climate retention Lee and 2016 Campus Instructor Led Co-curricular support Matusovich [14] Climate

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

, SaP can also support STEM students’ engagement in DEI efforts. For example, in2015, Bunnell et al. [26] developed a course titled “Being Human in STEM (HSTEM)” atAmherst College, which engages students in action research projects on topics related todiversity and inclusion in STEM. In personal reflections, HSTEM course alumni noted that theirparticipation in the course supported them in making sense of their own and other students’experiences of marginalization, combatting feelings of isolation, and feeling empowered aschange agents within the Amherst STEM community [26].3. FrameworksThe design of the JEDI was guided by notions of liberative pedagogy [27]-[28]. From a Freireanperspective, liberative education facilitates conscientização, or

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

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Diversity

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

ResearchIn order to get a baseline and rough draft of developing a research design for a larger project, thegraduate student, first author, developed a pilot study. Pilot studies have been useful forqualitative researchers to develop and refine a study’s research design, conceptualize theresearch topic, and interpret the findings and results [2,9]. Researchers have discussed theunderutilized nature of pilot studies and how they can help foreshadow research gaps andproblems [2]. Creswell and Creswell suggest utilizing pilot testing to refine questions andprocedures during the interview process [10]. Ismail et al. identify two major reasons as to whyquantitative research utilizes pilot studies more than qualitative research [11]. First, pilot

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University

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Diversity

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

Engineering Education, 2024 Using System Map Representations in Design to Address Issues of JusticeOver the last several years the Electrical and Computer Engineering (ECE) program at BucknellUniversity has established a four-year ‘design thread’ in the curriculum. This six-coursesequence utilizes a representational approach, having students frame design challenges throughdiagrams and drawings before starting to implement solutions. The representations studentscreate provide eight lenses on the design process; several of these lenses capture elements ofsocietal implications and social justice. Within the design course sequence, the third-yearparticularly emphasizes the larger societal and human contexts of design

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

Paper ID #43874Racialized Trauma for Black, Latin, and Indigenous Engineering Students:A Systematic Literature Review.Dr. Elahe Vahidi, University of CincinnatiMark Okoth Onyango, University of Cincinnati Mark Onyango is a graduate assistant in the Department of Engineering and Computing Education (DECE) in the College of Engineering and Applied Science at the University of Cincinnati, Ohio, USA. He earned his Master’s degree in Information and Communication Engineering from Harbin Institute of Technology’s School of Electronics and Information Engineering in Harbin, China and holds a Bachelor of Education (Electrical

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso

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Diversity

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

student strengths.The realityBefore the first year of the project began, 1301 was added to the university’s core curriculum andmade available to all first-year engineering students. Students from civil engineering, computerscience, electrical engineering, engineering innovation and leadership, industrial engineering,metallurgical and materials engineering, and mechanical engineering enrolled in 1301 andparticipated in the program. Additionally, three sections (approximately 80 students) of 1301were offered during the fall semester. During the spring semester, one section of 1301 and onesection of 1402 (approximately 62 students combined) were offered. Enrollment in 1402 wasonly available to students whose declared major was in the piloting

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao

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Diversity

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

Paper ID #38324Examining Professional Engineering Societies’ Systemic Inclusion ofTransgender, Nonbinary, and Sexual Minoritized UndergraduatesDr. Rebecca Campbell-Montalvo, University of Connecticut Dr. Rebecca Campbell-Montalvo is a cultural anthropologist who focuses on understanding how a range of people (including women, historically excluded racial/ethnic groups, and LGBTQIA+ students) are served in undergraduate STEM contexts, with an emphasis on engineering and biology. She is a postdoc- toral research associate in the Neag School of Education in the Department of Curriculum and Instruction at the University of

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

outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Dr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Professor of Electrical Engineering and Computer Science, Professor of Education, and Director and Graduate Chair of the Engineering Education Research Program at University of Michigan (U-M). Dr. Finelli is a fellow in the American ©American Society for Engineering Education, 2024WIP: The Role of Classroom Teaching Practices on the Academic Success ofEngineering College Students with ADHDAbstractAttention Deficit Hyperactivity Disorder (ADHD) is a neurological

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

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Diversity

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

research project teamsto enact a significant change in scientific knowledge and positively impact society. Beyond therhetoric of research productivity, facilitating diversity in engineering programs and professionswould help raise individuals’ ethical awareness and commitment to engineering ethics. Previousstudies confirm that individuals from diverse life experiences and cultural backgrounds offervaried perspectives and help create a fertile ground for deeper reflections and perspectivechanges [2]. Students of color tend to be more aware of ethics and moral principles based ontheir lived experiences with social prejudices and inequity (Thoman et al., 2015). Therefore, theywill likely develop a strong ethical stance that challenges the observed

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

Tagged Divisions

Culture & Social Justice in Education, Equity

marginalized populations at the organizational level. Her current research projects include exploring relationships between STEM graduate student funding types, educa- tional experiences, and skill development, as well as examining the relationship between Responsibility Center Management (RCM) and administrative outcomes. She holds a Ph.D. in Higher Education from Virginia Tech, an M.B.A. from Lynchburg College, and a B.A. in Spanish from Mars Hill College.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #33739Antiracist Institutional Transformation Matters: How Can CommunityCultural Wealth and Counter-space Processes Illuminate Areas for Change?Dr. Emily Knaphus-Soran, University of Washington Emily Knaphus-Soran is a Senior Research Scientist at the Center for Evaluation and Research for STEM Equity (CERSE) at the University of Washington. She works on the evaluation of several projects aimed at improving diversity, equity, and inclusion in STEM fields. She also conducts research on the social- psychological and institutional forces that contribute to the persistence of race and class inequalities in the United

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

to thelongevity of their stay in the university [18]. The recruitment strategies included professionalnetworks, campus postings (fliers), emails, and snowball sampling.Table 1. Participants’ demographics: women students in engineering (n=4*) Participants (pseudonyms) Major (discipline) Biftu Civil Engineering Meto Electrical and Computer Engineering Rom Civil Engineering Lidia Construction Technology and Management Engineering * = Participants are fifth-year students — the normal time span for Ethiopian university students to reach seniority.Design and data collection methodsThis study is part of the larger study which

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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

undergraduate research in STEM. She also collaborates with the local Community College to improve graduation and transfer rates. Lastly, she is currently the Principal Investigator of the Research-Oriented Learning Experiences Engineering program and the Latinidad STEM Mentoring Program, both funded by the National Science Foundation.Patricia Nicole Delgado, New Mexico State University I am a first-year Ph.D. student at New Mexico State University in the department of Curriculum and Instruction. I currently work on a sponsored project that supports Latinx undergraduate sophomore, junior, and senior-level students in developing research, technical, interpersonal, academic, and professional skills that are transferable in

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University

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Diversity

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

and racial inequality, social networks, higher education, and science and technology studies. Peoples received a B.S. in Mathematics from Longwood University in 2012, an M.S. in Sociology with graduate minors in Mathematics and Statistics from Iowa State University in 2015, and a Ph.D. in Sociology from Duke University in 2022.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

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Diversity

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

- force demographics, technology, and organizational structures. As director of the Simmons Research Lab, she researches competency development via education and training; interactions between humans and technology; and conceptualization of leadership in engineering. Supported by more than $7.5M in federal funding and with results disseminated across more than 100 refereed publications, her research aims to develop and sustain an effective engineering workforce with specific emphasis on inclusion. She has over ten years of construction and civil engineering experience working for energy companies and as a project management consultant; nearly 20 years of experience in academia; and extensive experience leading and

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

Paper ID #42549Accommodations for Disabled Students in STEM Fields: Research Considerationsand a Literature ReviewSage Maul, Purdue University Sage Maul (they/them) is a third year PhD student in Purdue University’s School of Engineering Education. Sage’s research explores structural factors on student experiences for disabled students and in electrical and computer engineering courses. Sage graduated with a Bachelor’s of Science in Electrical Engineering from Purdue and worked in industry for 5 years before starting graduate school. Their experiences with accommodations in undergrad and getting diagnosed with ADHD as an

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

. They need projects for their capstoneprojects. By taking advantage of expertise and collaborating with other departments anddisciplines, we do not need to know and do everything. Collaboration is key. She alsoemphasizes the wealth of resources available to educators. Cool stuff found in YouTube videosand more.Experiential and Interdisciplinary LearningIn its earliest incarnation, engineering education programs focused on practice. Apprenticeshipsand hands-on experience with shop work were common. The early 1900s saw a shift to moretheoretical and mathematical analysis in the curriculum. Spurred by technology needs of WWIIand early space programs, engineering then took on a science-based focus. In more recent years(1990s and beyond

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Diversity

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Culture & Social Justice in Education, Equity

Paper ID #32956Equity, Engineering, and Excellence: Pathways to Student SuccessDr. Doris J. Espiritu, Wilbur Wright College Doris J. Espiritu, PhD is the Executive Director of the College Center of Excellence in Engineering and Computer Science and a professor of Chemistry at Wright College. Doris Espiritu is one of the first National Science Foundation’s research awardees under the Hispanic- Serving Institutions (HSI) Program. She pioneered Engineering at Wright and had grown the Engineering program enrollment by 700 % within two years of the NSF-HSI project. Doris founded six student chapters of national organizations