Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

Tagged Topics

Diversity

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

Paper ID #43435Anti-racism, Inclusion, Diversity and Equity in Database Curriculum ThroughGroup Research Projects on Historical, Social and Ethical Database RelatedTopicsDr. Ioulia Rytikova, George Mason University Ioulia Rytikova is a Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology at George Mason University. She received a B.S./M.S. and Ph.D. degrees in Automated Control Systems Engineering and Information Processing. Her research interests lie at the intersection of Data Science and Big Data Analytics, Cognitive and Learning Sciences, Educational Data Mining

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin

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Diversity

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

Paper ID #43206Queer Ties: A Work in Progress LGBTQ+ Graduate Student MentorshipProgramBrandon Bakka, University of Texas at Austin Brandon Bakka is a doctoral candidate at the University of at Austin pursuing a degree in Biomedical Engineering with a certificate in engineering education. He received a BS in Chemical and Biological Engineering from Colorado School of Mines. Brandon is conducting research on the modes of resistance LGBTQIA+ students utilize in response to the climate in STEM departments. He is also running a LGBTQIA+ focus reading group for STEM students to further connect them with their identity, and

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Behrooz Parhami, University of California, Santa Barbara

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Diversity

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Culture & Social Justice in Education, Equity

paper, using dataand narratives from the United States and Iran as examples, I identify roadblocks to theengagement of women in STEM careers. Using the two countries with which I am mostfamiliar as examples is instructive, because this side-by-side comparison shows thatundesirable outcomes in the domain of women in STEM fields can and do occur forvastly different reasons, which I discuss.Keywords: education; equal opportunity; gender equity; labor laws; misogyny; sexism;women’s rights; workforce diversity1. IntroductionIt is generally recognized that the economic benefits of scientific and technologicaladvancement cannot be achieved unless the available workforce is efficiently and fullyutilized [1], [2]. So, far from being an issue that

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

number ofapplications and students enrolling in the EP.In addition, most high school academic counselors reported less positive attitudes about theacademic rigor of community college coursework [12]. Since underrepresented minorities (Black 4and Hispanic), women, financially challenged, and first-generation college students more oftenbegin their higher education at community colleges than their white, male, and higher incomecounterparts [21, 22], they are already confronted with an inferiority barrier by the time they enrollat a community college. The false belief that community colleges are inferior, represent somesecond-class status, and limited

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

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Culture & Social Justice in Education, Equity

student mental health-related help-seeking in undergraduate engineer- ing students. She is completing this project in collaboration with faculty members from educational and counseling psychology. With this work, they aim to better understand the help-seeking beliefs of under- graduate engineering students and develop interventions to improve mental health-related help-seeking. Other research interests include engineering communication and integration of process safety into a unit operations course.Melanie E. Miller, University of Kentucky Melanie Miller, M.S., (She/her/hers) is a Counseling Psychology Ph.D. student at the University of Ken- tucky. American c

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

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Diversity

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Culture & Social Justice in Education, Equity

their education [3],[5]-[7]. By positively impacting students’ sense of belongingon campus, and specifically in engineering, through multicultural-specific leadership andcommunity training, this type of curricula can transform students’ experiences in terms ofcultural competency and engagement in social justice topics. Part of this process is utilizingtransformative leadership pedagogy to elevate, recognize and integrate the voices as well asviews of students who have been traditionally silenced. Their inclusion in the narrative of STEMcontributions and the highlighting of their importance in the success of the higher learninginstitutions will assist in transforming the current non-inclusive perception.The purpose of this contribution is to

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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Diversity

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

content in a required course on engineering and research skills for first-year graduate studentsPOSITIONALITY STATEMENTWe acknowledge that the authors are all in varying positions of privilege. The university atwhich we are implementing this initiative is a primarily white, private institution in the UnitedStates. We are also located in a state in which such topics are relatively open for discussion ineducational settings. Although the authors hold different identities in gender identity, race,ethnicity, sexual orientation, socioeconomic status, and more, we are far from representative ofthe larger population and recognize the need for many more voices in this type of work.INTRODUCTIONEngineering and research have profound impacts on issues of

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

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Diversity

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

Paper ID #42294Exploring the Landscape of Graduate Student Mental Health: Populations,Methods, and Terminologies-Who is Missing from the Conversation?Miss Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus Motahareh Darvishpour Ahandani is currently pursuing her Ph.D. in Engineering Education Systems and Design at Arizona State University. Serving as a research assistant, she brings with her six years of industry experience as a woman engineer. Her research interests focus on the mental health of international engineering graduate students, with a particular emphasis on the experiences of

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael R. Williamson, Indiana State University; Neslihan Alp P.E., Indiana State University

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Diversity

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Culture & Social Justice in Education, Equity

theUniversity are first generation and have little or no guidance from family regarding educationalsuccess strategies. Graduation rates for students are as low as 6 percent in some programs ofstudy, far below the national average. The recent four-year graduation rate for students comingfrom poverty was between 7 and 8 percent, while the overall institutional four-year graduationrate for students from the same cohort ranged between 26 and 29 percent. This graduation ratedifference is of great concern warranting further study.OER’s consist primarily of educational materials that are located in the public domain withincertain licensing allowing their use for educational purposes. There are different levels oflicensing under Creative Commons [2] including

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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

topic. Thestudents I interviewed share similar characteristics in many aspects. They were all recruited fromthe pool of research assistants and teaching assistants affiliated with engineering educationresearch at the university, so they may be more aware of the social justice issues in engineering.Most of the students major in Mechanical Engineering and may share targeted views ofengineering that are different from students of other engineering majors. All of them identify asWhite and may not represent students of other racial identities. However, I see the value inreporting the emergent trend to start a conversation in the engineering education field aboutstudents' concerns regarding their future career trajectories. This study provides

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

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

Paper ID #41787ChatGPT as a Tool for Equitable Education in Engineering ClassesSourojit Ghosh, University of Washington ©American Society for Engineering Education, 2024 ChatGPT as a Tool for Equitable Education in Engineering Classes Sourojit Ghosh, University of Washington, SeattleIntroduction 2022 is set to go down in history as the year that the world met ChatGPT – a generativeAI tool designed to accept text-based input and perform a large variety of tasks such asanswering questions, writing text, summarizing content, generating code, and many more.Trained on the large language model GPT-3/3.5 [1

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Dick, Vancouver Island University; Kodi Rivera, Simon Fraser University; Michael Sjoerdsma, Simon Fraser University

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Diversity

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

disagree.3.3 First-year Survey Responses and InterviewsA general analysis of survey responses displayed an overall increase in discussion over the students’engineering education experience through an EDIA lens. Respondents provided more informationregarding their personal characteristics, values and perspectives on the concept of diversity andinclusion in the academic space (“I think that representation can help me to not feel as alone, and it isencouraging to see others like you …”), the significance (or insignificance) of their identity inengineering (“It molds who I am here. As I deal with people who have different identities, it keeps megrounded to have this identity and see which peers I can talk to."), and their perceived struggles ofcertain

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University

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Diversity

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

Doing: Synthesizing the Literature on Ethno-Engineering,” International Journal of Engineering, Social Justice, and Peace, vol. 2, no. 2, pp. 55–80, Dec. 2013, doi: 10.24908/ijesjp.v2i2.4333.[17] R. Eglash, M. Lachney, W. Babbitt, A. Bennett, M. Reinhardt, and J. Davis, “Decolonizing Education with Anishinaabe Arcs: Generative STEM as a Path to Indigenous Futurity,” Educational Technology Research and Development, vol. 68, no. 3, pp. 1569–1593, Jun. 2020. *[18] R. Barnhardt, “Educational Renewal in Rural Alaska: The Alaska Rural Systemic Initiative.,” Rural Educator, vol. 21, no. 2, pp. 9–14, Dec. 2000.[19] A. Kuslikis, “Native Knowledge For New Horizons: AIHEC’s STEM Initiatives,” Tribal College

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

growing incurricula through courses that focus on topics such as artificial intelligence, data science, dataanalytics, computer science, machine learning, and more [22]. While promising, these coursestend to be offered, much like other courses in the curriculum, as offerings that increaseknowledge of specific methods and tools, rather than providing students the opportunity toexperience their education as a continuum and progression of knowledge that supports theintegrated systems thinking mindset that is needed in an integrated/connected digital world.A growing number of graduate programs offering doctoral degrees in engineering education haveemerged since 2004, when Purdue University and Virginia Tech transformed engineeringfundamentals

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

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Diversity

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

Paper ID #43633Examining STEMM Mentorship within Student Organizations in Higher Educationthrough a Critical LensKassandra Fernandez, University of Florida Kassandra Fernandez is a Graduate Research Assistant at the University of Florida in Gainesville, Florida, where they are pursuing their PhD in Engineering Education (EED). They graduated from Miami Dade College with a B.S. in Biological Sciences & from the University of Florida with an M.S. in Microbiology & Cell Science. Prior to pursuing their PhD, they worked as a science teacher at a Title I school in Homestead, Florida & as an adjunct professor of

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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

, University of North Texas Shirley Anderson is a Ph.D. student in Higher Education at the University of North Texas. She is also the Assistant Director of the Health Professions Advising Center at UT Dallas. Her research interests surround the topic of Marginalized Students in Healthcare. ©American Society for Engineering Education, 2024 Culturally Relevant Practices at Hispanic Serving Institutions: A Systematic Review of Engineering Student Experiences AbstractOur study is rooted in Garcia et al.'s (2019) framework, which emphasizes Culturally RelevantPrograms (CRP) as crucial components of Hispanic-Serving Institutions (HSIs). These programstailor

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. Additionally, her scholarship includes topics such as curriculum development, contextualization of fundamental engi- neering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College.Prof. Mark A. Chapman, University of San Diego Mark Chapman is an assistant professor at the University of San Diego in the Department of Integrated Engineering. His interests lie in the fields of skeletal muscle mechanics, muscle disease, exercise physi

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

and Outreach STEM Education graduate student at Tufts University ©American Society for Engineering Education, 2024 1 Context Matters: Characterizing First-Year Engineering Students’ Shifting Perspectives when Reflecting on Different Sociotechnical and Justice TopicsIntroductionThis practice paper relates to the overall mission of ECSJ, specifically transformative learningtoward action. For well over a decade, there have been numerous critiques of the social/technicaldualism present in engineering education and calls to disrupt it [1]. Researchers have varyingmotivations

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Theo Sorg, Purdue University

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Diversity

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

Paper ID #37108Where Are We, and Where to Next? ’Neurodiversity’ in EngineeringEducation ResearchTheo Sorg, Purdue University Theo Sorg (they/them) is a third-year PhD student and National Science Foundation Graduate Research Fellow in the School of Engineering Education at Purdue University. They received their Bachelor’s de- gree in Aeronautical and Astronautical Engineering at Purdue University. As an undergraduate, they also received a Cooperative Education Program certificate for their work as a Pathways Intern at NASA’s John- son Space Center. Their research interests focus on challenging problematic conceptions and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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Diversity

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

Paper ID #38106Narratives of Identity Coherence and Separation in the Figured Worlds ofUndergraduate Engineering EducationGabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University

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

and their research focuses on critical methodologies inengineering education. The fourth author is an engineering education professor and the advisorof the first and second authors. She is also a scholar, with some of her research agenda involvingdiversity, equity, and inclusion-driven academic research efforts.All four research team members study and/or research in engineering education and sharecommitments to equity and justice in education. Each of the research team members also sharessome identities with the study participants, which may generally enhance the understanding andinterpretations of the experiences of the study participants [27]. Our shared personal identitieswith the participants and/or research topic provided a starting

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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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

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

+ students—given that HLX+ faculty are scarce [20], andcampus employment for peer-mentors (promotores). More specifically, PED provided HLX+student mentees with “…advising, friendship, tutoring, confirmation and affirmation…” [21] (p.42) and the promotores, served as network providers, connecting mentees with institutionalservices and programs.In order for students to participate in the program, as promotores or mentees, they had to meetstringent criteria [21]. For example, promotores had to identify as HLX+ as well as be first-generation-educated, high performing (GPA above 3.0), and bilingual (English/Spanish). Theyalso had to provide a recommendation from CSULB faculty/staff and demonstrate knowledge ofand involvement with CSULB programs and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE

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Diversity

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

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

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Diversity

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

full-time summer research? • How did the GEAR summer research experience differ from academic-year experience in general and in terms of research skills, confidence, and mentor relationships? • What impact did participating in GEAR and/or GEAR summer research have on the student's future career or educational goals?MethodologyTo learn more about the experience of GEAR-SR participants we conducted semi-structuredinterviews. An invitation to participate was extended to all 10 GEAR-SR participants. FourGEAR-SR students volunteered and were available for an interview. Of the four interviewees,one was female and three were male, and 50% were traditionally underrepresented minorities.The interviewees were from the following

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

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

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

Experimental University of T´achira in Venezuela. In addition, she has several years of experience in research and practice at graduate education level in the engineering field, with special focus on assess based perspectives, minoritized students’ socialization, and agency in graduate education. Her strengths include qualitative research study design and implementation. Her dissertation examined Latinx motivation to pursue Ph.D. in engineering, minoritized engineering doctoral students’ socialization and the impact of the engineering context in their experiences. Her research expertise lies in diversity and inclusion in graduate education, with a particular interest in minoritized students’ socialization, the engineering

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

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Diversity

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

mechanics courses and has research experience in the realm of additive manufacturingand STEM equity. She identifies as a white woman. The staff member is an instructionaldesigner in the college of engineering. They have a background in education, primarily at thesecondary level. They identify as a white, non-binary person.2.2 Course LayoutThe course of interest was a 15-week mechanical engineering elective cross-listed as a senior-level and graduate-level course. The class met for two 75-minute sessions per week. There were26 students enrolled in the course, 23 of which enrolled in the senior-level section. The resultsherein are focused on the undergraduate students.The course was divided into one-week topics, detailed in Table 1. Weeks 7-8 and 14

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton

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

is a keyprinciple at both institutions.1 We will use “no prerequisites” throughout this paper to mean no prerequisites other than high school completion or GED.2 Note that at Loyola the first semester is split into 2 8 week terms. CS 1 programming topics. In this experience report we use Tew et al. [1], curriculum 2013, andcurriculum 2023 beta [2] as guides for a set of topics common to a CS 1 programming course. In oursurvey scan, we found that most CS 1 programming courses cover all of these topics with the onlymain variance being in whether or not objects and recursion are introduced. Table 1 summarizesthese general topic areas and we �ind no dependence of any of these topics on calculus. Table 1