Displaying results 1 - 30 of 162 in total
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- 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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- Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University
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Paper ID #42751WIP: In Search of Community: A Collaborative Inquiry Among NeurodivergentEngineering Education ResearchersDr. Marissa A Tsugawa, Utah State University Marissa Tsugawa is an assistant professor at Utah State University who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering Education where they focused on motivation and identity for engineering graduate students.Theo Sorg, Purdue University Theo Sorg (they/them) is a fifth-year PhD student and National Science Foundation Graduate Research Fellow in the School
- Conference Session
- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut
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- Culture & Social Justice in Education, Equity
Paper ID #33189Teaching Environmental Justice Principles to Chemical EngineeringSeniors: An Antiracist, Collaborative ApproachMs. Anna Marie LaChance, University of Connecticut Anna Marie (she/her) is a Ph.D. student in the Department of Chemical & Biomolecular Engineering at the University of Connecticut. Her work is related to thin-film fluid mechanics and nanosheet co- assembly for use in high-barrier polymer nanocomposites. Having completed the Graduate Certificate in College Instruction (GCCI) at UConn, she is preparing to teach at the university level upon graduation in late Spring 2021. Through her research
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University
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private sources to support her collabo- rative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, and the Chicago Tribune. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agri- cultural and Mechanical University – Florida State University College of Engineering, and an S.M. and Ph.D. from the MIT Media Lab. ©American Society for Engineering Education, 2023 RACE AND COLLABORATION IN COMPUTER SCIENCE: A NETWORK SCIENCE APPROACHINTRODUCTIONAn important step in creating more equitable and inclusive CS departments is acknowledgingthat structural racism persists (and in some instances, thrives) in academic
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 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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Paper ID #42860Board 114: Amplifying Resilience and Becoming Critical Advocates: ThreeBlack Engineering Students’ Experiences in a Multi-Institutional SummerCamp CollaborationDr. Jae Hoon Lim, University of North Carolina Dr. Jae Hoon Lim is a Professor of Educational Research at the University of North Carolina at Charlotte. Her research explores the dialogical process of identity construction among students of color and examines the impact of sociocultural factors on their academic experiences. She has served as a co-PI for multiple federal grant projects, including a 1.6 million grant from the National Science Foundation
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- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Clausell Mathis II, Michigan State University
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Paper ID #46278Collaborative Professional Learning Communities for Culture-Based PhysicsCurriculum Development: Integrating Local Knowledge with NGSSDr. Clausell Mathis II, Michigan State University ©American Society for Engineering Education, 2025 Collaborative Professional Learning Communities for Culture-Based Physics Curriculum Development: Integrating Local Knowledge1. AbstractMany physics teachers who attempt to adopt a culturally relevant approach to their teaching expresschallenges. This research explores the dynamics of a professional learning community (PLC) ofphysics teachers seeking to make their
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University
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experiences of international women of color. Darvishpour Ahandani is deeply committed to improving the well-being of underrepresented groups in STEM, a mission with which she personally identifies.Precious Njeck, Arizona State University, Polytechnic CampusOgochukwu Nwabueze Okoani, Arizona State University ©American Society for Engineering Education, 2025 Examining the Effect of Social, Cultural, and Political Factors on the Wellness of International Students in Engineering Doctoral Programs: A Collaborative Inquiry IntroductionThe United States reached a record high by hosting over 1.1 million international students, andinternational students represent a
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- 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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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
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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valuable lessons for current and future PhD students inengineering education, illuminating the vast possibilities beyond the academic realm.This article seeks to bridge this gap by presenting a collaborative auto-ethnographic explorationof the lived experiences of Ph.D. graduates in Engineering Education who have embracednon-academic career paths. Doing so aims to shed light on these professionals' diversemotivations, challenges, and successes, offering a more holistic view of what it means to be anengineering educator in today's rapidly evolving world.In the following sections, we frame the paper like a panel conversation, detail the writtenresponses, summarize key takeaways, and provide actionable recommendations for creating amore equitable and
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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fulfill the NSF requirements for each team to include an education researcher andsocial science expert, some teams needed to look beyond their current and prior workingrelationships. In these instances, teams discussed the importance of finding individuals who hadshared commitments and values to improving engineering education. While these individualsthus came to the team without a sense of trust established from prior collaborations, the strategicselection of team members set the foundation for developing unified voice insofar as team 9members contributed not only their skills, but they also came into the project sharing a sense ofpurpose and
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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Paper ID #43761Metaphors in Engineering Education Research: Prisms to Analyze the EpistemologicalSpectrumNrupaja Bhide, Purdue University Nrupaja is a PhD candidate at the School of Engineering Education at Purdue University. She is interested in exploring diverse ways of knowing in engineering education and the role of language and metaphors in research and writing.Yash Ajay Garje, Purdue University Yash is a Ph.D. student at the School of Engineering Education at Purdue University. His research aims at broadening student participation in STEM through robotics education. His research focuses on enhancing STEM
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University
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Activities for Underrepresented Students in Engineering Technology Programs,” presented at the 2021 ASEE Virtual Annual Conference Content Access, 2021.[27] M. E. Moore, D. M. Vega, K. M. Wiens, and N. Caporale, “Connecting theory to practice: Using self-determination theory to better understand inclusion in STEM,” Journal of Microbiology & Biology Education, vol. 21, no. 1, Jan. 2020. doi:10.1128/jmbe.v21i1.1955[28] S. E. Walden, D. A. Trytten, R. L. Shehab, and C. E. Foor, “Critiquing the "Underrepresented Minorities" Label,” presented at the 2018 CoNECD-The Collaborative Network for Engineering and Computing Diversity Conference, 2018.[29] J. S. Bureau, J. L. Howard, J. X. Y. Chong, and F. Guay, “Pathways to Student Motivation
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University
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stories of navigating systemic challenges, including the growing impactof anti-DEI legislation in higher education. These accounts illuminated the criticalneed to address such injustices within academic contexts and inspired deeperconversations about integrating equity and justice into engineering education. Itwas within this collaborative and reflective environment that the idea ofemphasizing climate justice and its disproportionate impacts on marginalizedcommunities as a key focus of the KSU training began to take shape. Thisdialogue underscored the urgency of equipping faculty to address these pressingissues in their teaching practices.At the KSU Training, which convened a month later, faculty participants engagedin three halfday virtual
Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions
- 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
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- Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University
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, S. (2018). The imperative to move toward a dimension of care in engineering education. Journal of Research in Science Teaching, 55(7), 938-961.Hartner-Tiefenthaler, M., Roetzer, K., Bottaro, G., & Peschl, M. F. (2018). When relational and epistemological uncertainty act as driving forces in collaborative knowledge creation processes among university students. Thinking Skills and Creativity, 28, 21-40Jordan, B., & Henderson, A. (1995) Interaction Analysis: Foundations and Practice, Journal of the Learning Sciences, 4:1, 39-103, https://doi.org/10.1207/s15327809jls0401_2Jordan, M. E., & McDaniel, R. R. (2014). Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams
- 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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- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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Paper ID #42075Characterizing First-Year Engineering Students’ Priorities and Language Usein Socio-technical Written ReflectionsDr. Kaylla Cantilina, Tufts University Kaylla is a Postdoctoral Scholar at Tufts University where her work is motivated by design as a means for social justice. Her research explores the ways that students and practitioners seek to achieve equity in their design practicesDr. Chelsea Joy Andrews, Tufts University Chelsea Andrews is a Research Assistant Professor at Tufts University, at the Center for Engineering Education and Outreach (CEEO).Fatima Rahman, Tufts Center for Engineering Education
- 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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- 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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active promotion of representation and equitable opportunities for underrepresented groups. Centering Marginalized Communities: In efforts to center marginalized communities, engineering educators can collaborate directly with underserved groups to co-create solutions that address their unique needs and challenges. This collaborative approach can involve establishing community advisory boards or focus groups composed of residents from marginalized areas to provide insights into engineering projects. Employing participatory design processes that prioritize community voices ensures that engineering solutions are culturally relevant and responsive to local contexts. Understanding Local
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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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
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
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-word challenges with equity and justice. In recent years, there has been considerableimprovement in providing students in higher education with professional skills needed to beemployable and successful in their respective profession. Such skills include communication,ethics, collaboration, leadership, and global awareness (including the social and environmentalimpacts of engineering). Yet, much of the engineering education employed in the K-12 settingfocuses on the technical outcomes and skills. This study explores the use of an environmentaljustice-focused curriculum, namely StoryMaps that facilitate a deeper exploration of the complexinterconnections of air quality, transportation, and engineering, as a part of a larger CreativeEngineering
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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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- Bahar Memarian, University at Buffalo, The State University of New York
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- Culture & Social Justice in Education Division (EQUITY), Equity
most studies remain at a high level (e.g., collaborating with Indigenouspeoples across postsecondary institutions, and Indigenous Elders and Knowledge Keepers) anddo not specify implementational considerations. More significantly, there is still a lack ofconversation around how Indigenous integrations can be specified considering advancements ineducational technology such as artificially intelligent tools and tutors in higher education [19].This gap motivates exploring potential challenges and potentials of integrating Indigenous waysof knowing in engineering education, particularly when AI programs are used to facilitate thedesign and delivery of the curriculum.Technological ChallengesFrom a technological perspective, AI programs used in
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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Paper ID #43781Culturally Relevant Practices at Hispanic Serving Institutions: A SystematicReview of Engineering Education LiteratureDr. Hyun Kyoung Ro, University of North Texas Dr. Hyun Kyoung (Hyunny) Ro, Associate Professor of Counseling and Higher Education at the University of North Texas, holds a Ph.D. in Higher Education from The Pennsylvania State University with a minor in Educational Psychology—Applied Measurement. Her research focuses on Gender and Racial Equity in STEM Education, Learning Experiences and Outcomes for Marginalized Students, and Critical Quantitative Research and Assessment.Shirley Anderson
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- 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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Paper ID #37452Ethiopian Women Students’ Recommendations for Enhancing Their Sense ofBelonging in Engineering EducationMr. Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus Jemal Halkiyo is a Ph.D. student in Engineering Education Systems and Design at Arizona State Univer- sity. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Theo Sorg, Purdue University
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Education (CONTIE) IEEE Global Engineering Education Conference Y 2 2 (EDUCON) Collaborative Network for Engineering and Y 3 1 Computing Diversity (CoNECD) Conference SEFI Annual Conference N 2 1 AAEE Annual Conference N 0 0 Total 71 49
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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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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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designwould support engineering students to consider these contexts in their future problem solving.Other pedagogical lessons for teaching social justice in engineering included not cold-calling onstudents, allowing a larger number of students to speak, and giving students moreautonomy in choosing topics [34]. These recommendations may help in creating safe spacesfor students to learn and creating collaborative learning experiences within these safespaces [1]. It can be productive for an engineering educator to focus on becoming an expert inallowing for and encouraging conversations about social justice, rather than becoming anexpert on social justice itself [1].What are the benefits of integrating social and technical aspects of engineering?Overall
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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Engineering at the University of San Diego. She earned her BS in Engineering from Harvey Mudd College, and MS and PhD in Civil Engineering from Clemson University. In collaboration with colleagues, Dr. Chen is designing a new engineering curriculum to educate changemakers who understand that engineering is an inherently socio-technical activity. Her passion is studying and encouraging culture change in engineering curricula and spaces to shift engineering to be a field more inclusive of diversity in all forms. Her scholarly interests include engineering education that contextualizes engineering sciences and design, exploring engineering boundaries for inclusive pedagogy, and sustainability and bio-inspired design in the
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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, p. 160940691773384, Dec. 2017, doi: 10.1177/1609406917733847.[17] B. Bourke, “Positionality: Reflecting on the Research Process,” TQR, Oct. 2014, doi: 10.46743/2160-3715/2014.1026.[18] M. Borrego, E. P. Douglas, and C. T. Amelink, “Quantitative, Qualitative, and Mixed Research Methods in Engineering Education,” J of Engineering Edu, vol. 98, no. 1, pp. 53– 66, Jan. 2009, doi: 10.1002/j.2168-9830.2009.tb01005.x.[19] S. Secules et al., “Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community,” J of Engineering Edu, vol. 110, no. 1, pp. 19–43, Jan. 2021, doi: 10.1002/jee.20377.[20] A. G. Darwin Holmes, “Researcher Positionality - A Consideration of Its Influence and
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- An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
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- 2025 ASEE Annual Conference & Exposition
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- Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering
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Paper ID #49503Elevating Community Visions of Equity, Culture, and Social Justice in Education(ECSJ) for Minoritized Students through PhotovoiceDr. Jeremy A. Magruder Waisome, University of Florida Dr. Jeremy A. Magruder Waisome is the Thomas O. Hunter Rising Star Assistant Professor in the Engineering Education Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring in engineering and computing. She is passionate about broadening participation and leverages evidence-based approaches to improve the engineering education environment.Dr. Jerrod A Henderson, University of Houston
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- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Clay Walker, University of Michigan
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born to families made up of engineers and otherprofessional in closely aligned fields (e.g., scientists), no one grows up using the language andliteracy practices of engineering, exactly. These abilities are taught and learned and make up thebasis for writing pedagogy in engineering education often called writing in the disciplines orwriting across the curriculum. The underlying the academic literacy practices in engineeringidentities resides an array of linguistic practices – what Gee would call ways of saying-being-doing-feeling. Considering the cultural basis for these ways of making meaning is important inthe age of AI as students collaborate with and negotiate language with large language models.However, before considering how language
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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that theparticipants of the larger study are from a privileged group (white men). The results also suggestthat white men’s allyship can increase due to interrogation of other white men, as well asmentoring by a PI of color. Thus, in this autoethnographic study, we will provide insights on theimpact of equity research within the context of collaborative efforts between researchers fromracially marginalized and privileged groups.IntroductionRacialized minoritized populations have been historically barred from participation in highereducation [1]. In recent decades there has been increased access due to interventions likeaffirmative action and other policies. Nevertheless, science, technology, engineering, andmathematics (STEM) higher education
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- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Nadia N. Kellam, Arizona State University
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future of AI in education.This discussion has highlighted the transformative potential of AI in fostering equity andempathy within engineering education while also acknowledging the systemic challenges thatmust be addressed. By approaching AI as a relational and equity-driven tool, educators andresearchers can cultivate critical consciousness, foster emancipatory learning, and open newpossibilities for systemic change and social justice. Ultimately, the success of these effortsdepends on intentionality, collaboration, and a commitment to ensuring that AI serves as acatalyst for systemic change.AcknowledgementsI would like to thank the students in my EGR 565: Qualitative Methods for EngineeringEducation course, whose thoughtful engagement and
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- 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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a co-author on this paperand collaborator during the development of this toolkit to ensure that our recommendationsacknowledge, encompass, and address the experiences that she and other minoritized groupshave had during their engineering education. The toolkit is in its nascent stages, but we aim touse this WIP as an opportunity to amplify a student’s voice and foster discussions aroundinclusive pedagogy within engineering education. Our work is driven by the research question,“what happens when institutional recommendations, established best practices, and theperspectives of a student come together?”Literature ReviewCommon instructional practices within engineering education, and the lack thereof, represent abarrier to broadening
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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violations. She has published several papers, including ”Ch˘osunjok as a Marginalized Diaspora in South Korea” (The Taiwanese Political Science Review, 2019) and ”Politics of Memory in East Asia and Democratization of Memory in the Post-Cold War Era: Do the Wartime Memories of Jeju, Okinawa, and Nanjing Compete?” (Discourse 201, 2017, written in Korean).Dr. Davis Chacon-Hurtado, University of Connecticut Davis Chacon-Hurtado, Ph.D.,is an Assistant Research Professor at UConn. He co-directs the Engineering for Human Rights Initiative, which is a collaboration between UConn’s Office of the Vice Provost for Research, the College of Engineering, and the Human Rights Institute, to promote and advance interdisciplinary