Displaying results 1 - 30 of 100 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- 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
Paper ID #37115Piloting a Socio-Culturally Responsive Peer-Mentoring Program to PromoteHLX+ Students’ Sense of Belonging in Engineering Education: LessonsLearned from Year 1Dr. Cole Hatfield Joslyn, Northern Arizona University Cole Joslyn is an Assistant Professor in the Department of Mechanical Engineering at Northern Arizona University and director of THE Education Lab: To Humanize Engineering Education which emphasizes promoting student growth/development in multiple dimensions, integrating inclusive and emancipatory pedagogy/teaching practices, and reconciling the social and technical nature of engineering. His current
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
., accessibility, climate change, health/pandemic, racism). Undergraduate engineeringstudents, particularly women, people of color, and individuals with disabilities, are oftenmotivated by these sociotechnical challenges to pursue engineering. However, technical learningand social issues are frequently separated in current forms of undergraduate engineeringeducation, and engineering students may learn to devalue social aspects of engineering as aresult. Integrating social issues, such as issues of equity, diversity, inclusion, and justice, into anengineering education may privilege the experiential knowledge of a wider set of students andempower a new generation of engineers to address pressing sociotechnical issues. In this study,we synthesize examples
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
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
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
the appendix was created toparse the strategies identified in these classrooms into categories. These social impact themesand topic areas were used to categorize data into examples of the three contexts outlined byCrick [6] adapted to create a tool for identifying moments of sociotechnical integration, or theinclusion of social impacts during discourse on technical topics.Conceptual frameworkA subjective constructivist approach [10] was utilized because this study is recursive such thatthe authors review the data to improve our understanding, find more questions, and discoverpotential application areas. Subjective constructivist methodology (see Fig. 1) for educationresearch indicates that the foundational stage consists of a set of best
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
of Technology. ©American Society for Engineering Education, 2024 Socio-technical and culture-inspired projects in freshman engineering design course bring context and emotion to learningAbstractLearning is not an unemotional consideration of facts but emotion is integrally woven into theexperience of learning [1]. Situated cognition model [2] is a theoretical approach to learning thatsupports the idea that learning takes place when an individual is interactively doing somethingthrough situated activity that has social, cultural, and physical contexts. This paper presents post-activity reflections in student design projects with socio-technical and socio-culturalinterventions in a freshman design
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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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- Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, 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
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- Culture & Social Justice in Education Division (EQUITY), Equity
analysis.Members from a mean of 12 RED teams (min=5, max=17) participated in each of the meetings,in addition to REDPAR and guest attendees (e.g., NSF program officers and external experts).We categorized the sessions into 15 topical areas: Community-building (9), Institutionalization(5), Diversity, Equity and Inclusion (3), Communication (2), Propagation (2), Higher Education(1), Strategic Partnerships (1), Challenges and Troubleshooting (1), Community of PracticePlanning and Sharing Vision (1), Project Management (1), Publication Impact (1), Evaluation(1), Collaboration within the Community of Practice (1), and COVID (1).Data AnalysisWe followed a grounded theory approach, starting with line-by-line coding of the transcripts (inDedoose), then refining
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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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- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
sessions with content ranging from “Getting Started inEarSketch” to “ Racial Discourse in the Classroom.” These sessions range from 1-2 hours, arefacilitated by YVIP curriculum directors, include hands-on activities, and are recorded for futurereference. MethodsEvaluation Framework The evaluation was conducted following the principles of the participatory evaluationframework, defined as “applied social research that involved a partnership between trainedevaluation personnel and practice-based decision makers, organization members with programresponsibility, or people with a vital interest with the program” [15]. These various stakeholderswere involved in the planning and design of the evaluation
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
-lynn Mondisa, University of Michigan Joi Mondisa, PhD, is an Assistant Professor in the Industrial & Operations Engineering Department and an Engineering Education Faculty Member at the University of Michigan. She earned her Ph.D. in En- gineering Education and an M.S. degree in Industrial Engineering from Purdue University; an M.B.A. degree from Governors State University; and a B.S. degree in General Engineering from the University of Illinois at Urbana-Champaign. Prior to her graduate studies, she worked as a professional in the areas of manufacturing, operations, technical sales, and publishing for ten years. She also served as an adjunct faculty in the Engineering Technology Program at Triton College in
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Danielle Vegas Lewis, SUNY Fredonia
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
can be better leveraged, as they attempt to create moreequitable engineering environments for women undergraduate students.Introduction Women are underrepresented in engineering, earning less than 20% of all bachelor’sdegree in this discipline, and have been for many decades, even though women earn 58% of allbachelor’s degrees broadly [1]. Although higher education has concerned itself with the dearth ofwomen in engineering disciplines, it has focused much of its attention on understanding theexperience of this population as opposed to generating practical solutions to address theirattrition out of these majors. We now have a robust understanding of the barriers women oftenface in engineering contexts, including gender bias that
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, and events may remain largely obscure to most college students, includingthose in engineering fields, in part given how limited and uneven professional information is toundergraduates.4 Internships and co-ops are a key medium of information about and exposure toprofessional engineering environments, and have multiple functions in undergraduateengineering education. However, they may not reveal the procedural workings of anorganization, and why these workings, alongside organizational culture and structure, areimportant to understand (see [1]). In addition, not everyone participates in engineeringinternships and co-ops at equal rates, with lower-income, first-generation students and Black,Latinx, Native, and Pacific Islander students less
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- 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
6 22 Electrical Engineering 3 11 Computer Engineering 1 4 Hydraulic Engineering 1 4 Manufacturing Engineering 1 4 Electronics Engineering 1 4 First-Generation Student Yes 9 33 No 18 67 Non-Traditional Student Yes 13 48 Demographic
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
highlight this. Rarely, however, are there spaces andplaces for women in engineering to discuss these tensions. We wanted to create space so thosecoming after us can do the real work to move toward sisterhood.Race affects cross-racial mentoring relationships at all levels of higher education includingsenior faculty to junior faculty, faculty to postdocs, and faculty to graduate students [1]–[3]. Forexample, common factors that shape cross-racial mentoring of Faculty of Color include “anawareness of the mentee’s cultural experience” by the mentor, “open-mindedness”, and “trust,comfort, and common ground” [3]. Davis and Linder [4] further call to action the necessity toacknowledge and candidly discuss whiteness in cross-racial relationships between
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
statistics mathematics courses.Many ET graduates successfully complete the calculations in the FE exam, applyingprinciples of algebra and trigonometry rather than differential equations and linearalgebra.In 2009 ETC/ETD organized the ET National Forum (ETNF) to provide a voice inadvancing ET education. In 2020 ETNF conducted a survey of practicing mechanical,electrical, and civil engineers that identifies 13 specific math topics and asks practicingengineers two questions: (1) how frequently they use skills that are reflective of each ofthe 13 math topics, and (2) how important to the practice of engineering in general theyview each skill to be. The majority (251) of the 350 responses came from various officesof Bechtel, Inc., 46 came from various
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
continent.KEYWORDSself-efficacy, self-determination, agency, Africa, first-yearIntroductionDue to the dominance of rote pedagogies in many pre-tertiary classrooms, African studentsentering a university engineering program may tend to have had limited design-buildexperiences. This can affect their academic prospects, but perhaps more importantly it can builda negative perception of their capabilities in creating innovations and developing technicalsolutions.A first-semester engineering course, Introduction to Engineering, has been seen to have animpact in countering this perception in students at Ashesi University in Ghana [1] [2]. Thecourse’s modules which include machine shop skills-building sessions and project-basedlearning offer causality for statistically
- Conference Session
- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
into, and full integration into technical courses.Study topicThe result of the literature review is a general call for a change from fully separated and partiallyintegrated social and technical coursework to fully integrating social impacts into engineeringeducation both in discrete courses and programmatically. However, comprehensive andconsistent understanding of how to fully integrate these topics is unclear.We know that current efforts to enhance the focus and impact of diversity, equity, inclusion,belonging, and social justice (DEIB+SJ) supplemental support systems for students cannotcombat the overarching effects of society and systemic systems of oppression on those students[8]. Going beyond DEIB+SJ as an isolated topic additional to
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
– including turn-taking, word choice, caseformulations (c.f. [34]) - alongside rhetorical and interactional functions such as positioning [35]management of stake and interest [36], and the construction of interpretative repertoires [37].Our four-step analytic process focused on transcripts of interviews from the Fall and Springsemesters of our first year of implementation. The first step (1) was to listen and relisten to theinterviews, alongside the transcripts, in order to familiarize ourselves with the data and check theaccuracy of computer-generated transcriptions. The next step (2) was for two researchers (EMSand REG) to identify extracts of each transcript with the concept of neurodiversity wasdescribed, defined, or discussed in order to (3
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
- standing how student perceptions and behaviors are influenced by immersive environmental and engi- neering education programming. ©American Society for Engineering Education, 2023 1 Community Perceptions of Procedural and Distributive Justice in Engineered Systems: A Case Study of Community-Engaged Vehicular ElectrificationEngineered systems often reproduce injustices via infrastructures that result in harm to the healthand economic well-being of historically minoritized groups.1 As examples, ports of manykinds—including seaports, airports, and inland ports—are usually sited by Communities of Coloror low
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
) is due to the historical and demographic foundations that are not inclusive to womenand people of color that these fields were built upon. In their research, Lee et al. [1] andBlackwell et al. [2] both discuss how these factors continue to contribute to theunderrepresentation of women and people of color in the STEM industry. This is attributed to the“leaky pipeline” phenomenon where women lose interest in engineering as their careerprogresses due to continuous barriers such discrimination, inequitable resources andopportunities [2]. This further contributes to the loss of interest in STEM as young women andpeople of color achieve new milestones in their careers. Fixing the “leaks” in this pipeline,starting with addressing the dysfunctions
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Susan Garver Stirrup, University of Colorado, Denver
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
convincedthat I must make a drastic change to how I teach my Chemistry for Engineers course—threeweeks before the semester was to begin!Chemistry for Engineers is a 5-credit course for civil, mechanical, and electrical engineeringstudents. This course is required, although students can take general chemistry to satisfy therequirement. This course covers the content of General Chemistry 1 and 2, but without the lab.The majority of students enrolled in the course are incoming freshmen with very little collegeexperience. There is also a significant international student population for which this is their firstsemester at a US university. There are also many first-generation college students at this urbanresearch university. According to an analysis by the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Harpreet Auby, Tufts University; Milo Koretsky, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
on differences in social esteem and respect [9], [14], [15]. Additionally, modernsociologists have grown from Weber’s original ideas by doing more rigorous analyses of theimpacts of gender and race/ethnicity on status [9]–[11], [14], [15].Following the idea of social status as a driver of inequality, Cecilia Ridgeway [9] identified threequalities of status beliefs: 1. Both individuals who are advantaged and disadvantaged by the status belief accept it as a matter of social reality, whether they like it or not. 2. Generalizations are formed about the worthiness and competence of whole categories of people. 3. A type of social reputation is formed for the more advantaged group as a “third order” belief, meaning they are
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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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- Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines
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- Culture & Social Justice in Education Division (EQUITY), Equity
introductory classes.” 2018 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--307306. E. Liptow, K. Chen, R. Parent, J. Duerr & D. Henson (n.d.). “A sense of belonging: Creating a community for first-generation, underrepresented groups and minorities through an engineering student success course.” 2016 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/p.264397. N. Pearson, A. Godwin & A. Kirn, "The Effect of Diversity on Feelings of Belongingness for New Engineering Students," 2018 IEEE Frontiers in Education Conference (FIE), San Jose, CA, USA, 2018, pp. 1-7, doi: 10.1109/FIE.2018.8658443.8. A. Godwin & G. Potvin (2015) “Fostering female
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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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- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
], [44]. Also, a term “alter” was used to indicate the influential people forparticipants (ego). Alter was first used in 1985 General Social Survey [45] which was used toinquire about people’s social ties (e.g., alter 1 and alter 2). In the same vein, this study uses alterto indicate influential people that Asian woman identify as important for pursuing a civilengineering career. Contrary to the emphasis on the influences from alters, Navarro-Astor and colleagues[46] found in their systematic literature review on the persistence of women in the constructionindustry that women's social network is a relatively unexplored area. Therefore, it is important toidentify the alters that Asian women access and receive support in navigating career
Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials
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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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- Adrian Rodriguez, zyBooks, a Wiley brand; Lauren Fogg, zyBooks, a Wiley Brand; Alicia Clark, zyBooks, A Wiley Brand; Jennifer L. Welter, Wiley; Gergely Sirokman, zyBooks, A Wiley Brand; Ryan Barlow, zyBooks, A Wiley Brand
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
National Federation of the Blind (NFB) defines a person to be blind "if their sight is badenough--even with corrective lenses--that they must use alternative methods to engage in anyactivity that people with normal vision would do using their eyes" [1]. While the NFB recognizesthat a generally accepted definition for "visually impaired," "low vision," or "vision loss" doesnot exist, the fact remains that people with any level of blindness/visual impairments (BVI) musthave a fair opportunity to understand the world with which they interact. This is especially truefor students with BVI given their need to interact with educational course materials that are ofteninaccessible. Students with BVI face a difficult path in education, where lack of
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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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- Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
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- Culture & Social Justice in Education Division (EQUITY), Equity
Lozada-Medellin1, Ivonne Santiago2, Yuanrui Sang31 Department of Environmental Science and Engineering, University of Texas at El Paso2 Department of Civil Engineering, University of Texas at El Paso3 Department of Electrical and Computer Engineering, University of Texas at El PasoKeywords: Equity, Inclusion, Electric Vehicles (EVs), EVs Charging Stations, ElectrifiedRoadways, Transportation Infrastructure 1. AbstractAs the transportation and the automotive industries continue to grow, the impacts on theenvironment and human health remain a growing concern on the general public and policy-makers[6], [9]. Although Electric Vehicles (EVs) are entering the market as a green technology solutionto
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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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- Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the unjust distribution system of Global Racial Empire has driven centuries ofhuman suffering and environmental devastation that have perturbed Earth systems to the point where theHolocene epoch may come to an end. Táíwò describes how Global Racial Empire is constituted from thecombined historical processes of the trans-Atlantic slave trade and colonialism, functioning to reproduce aglobal, unjust distribution system via accumulating advantages and disadvantages [1]. Theseinterconnected historical processes established the capacity and social institutions of colonial powers toexploit territory, plunder, and produce captive markets as three key advantages. The construction andexpansion of White supremacy has maintained the Global North as a
Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
inclusiveness, but the focus of the reflectionsis on the anti-racist impact. Five reflections are included in this paper as examples of the work.The pedagogies documented in these reflections include: (1) Incorporating Health DisparitiesContent in the Classroom, (2) Hydraulics Hero Assignment, (3) Dialogue Sessions for EngineeringProject Teams, (4) Transparent Assignments, and (5) “Getting to Know You” Assignment. Whilethe pedagogies vary in scope and implementation, they all aim to create an inclusive classroomenvironment for engineering students, especially BIPOC students.Collectively, the co-authors and members of the Creating Inclusive Classrooms subcommittee ofthe Year of Impact on Racial Equity Faculty and Administrators Pillar are a diverse
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
success the areas of your life? 4. What kind of improvements would you do to balance the areas of your life? Figure 1: Research overviewResults and DiscussionBettermynd and Togetherall DataAccording to FIU’s CAPS reports from Bettermynd [16] and Togetherall [17], general anxiety,depression, uncertainty about the future, stress at school or work, and academic distress are theleading mental health concerns for students. Bettermynd [16] is a
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
female and male students was 3.53 and3.27, respectively. In addition, the reported outside of class time for white and non-white groupswas 15.3 and 14.3 hours per week, respectively. The reported GPA for white and non-whitegroups was 3.32 and 3.36, respectively. In the next section, participants were first asked to ratethe success of their team-based educational activities (i.e., projects, assignments, etc.). They useda five-level Likert scale to rate the general success (1:Very Low, 5:Very High). The percentageof each level for pairs of female-male as well as white-nonwhite groups are shown in Figure 1and Figure 2. 60 52 54 50
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
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- Culture & Social Justice in Education Division (EQUITY), Equity
associated with remote instruction, the instructorallowed extensions on assignments. A large percentage of students experienced well-beingconcerns, family distress, internet issues, and/or challenges completing assignments.II.1 Focus of PaperIn this paper, however, only Strategy 2 of the CIRE model was incorporated as part of thepedagogical approach for both institutions. Nonetheless, rather than initiating homework problemsduring lecture sessions, the instructor implemented step-by-step examples after each theoreticalconcept was covered to strengthen the intuitive nature of solving technical problems [21]. Theobjective of implementing step-by-step examples was to reinforce fundamental engineeringprinciples in Rigid Body Dynamics such as
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
“key concepts and arguments of neurodiversity theory as it currently stands” [3, p.372]. Finally, Walker’s definitions have the approval of the terms’ originators, where a specificoriginator can be ascertained. For some terms, Walker herself was the originator: she was thefirst person to coin the term ‘neurodiversity paradigm’ and explicitly define its principles in [2],and she is also attributed with coining the term ‘neurominority.’ Other terms with originator-approved definitions include ‘neurodiversity,’ generally attributed to Judy Singer in 1998 (see [7,p. 9]), and the terms ‘neurodivergent’ and ‘neurodivergence’, coined by Kassiane Asasumasu in2000 [1, p. 48]. I present an abbreviated version of Walker’s definitions here as an