Displaying results 1 - 30 of 217 in total
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
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
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Science (AAAS) Science and Technology Policy Fellowship (STPF) at Health and Human Services (HHS) and the Depart- ment of Defense (DoD). Dr. Gilbert was the contractor lead and chief architect of the DoD Digital Engi- neering concept and strategy. She also led the initial implementation efforts across the military services, industry, and academia in the Office of the Under Secretary of Defense for Research and Engineering. Dr. Gilbert received her B.A. (Physics, Minor in Japanese) from Lincoln University and her M.S. (Systems Engineering) and Ph.D. (Industrial and Systems Engineering) from Virginia Tech. She chairs the AAAS STPF Advisory Committee, and is a board member of the GMU Mechanical Engineering Board, Mor
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42125Borderlands First-Generation-in-Engineering Experiences-Learning with andabout Students at the Nexus of Nation, Discipline, and Higher EducationDr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering. She leads a social science and evaluation organization that focuses on inclusive excellence, broadening participation, and democratizing science.Raena Cota, New
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- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
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- 2025 ASEE Annual Conference & Exposition
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- Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
of New Mexico. She holds a Ph.D. and M.Ed. from the University of Washington and a B.A. from Smith College. Her research explores how postsecondary institutions, their faculty, and theiProf. Eva Chi, University of New Mexico Eva Chi is a Professor in the Department of Chemical and Biological Engineering Department at the University of New Mexico. The research in her lab is focused on understanding the dynamics and structures of macromolecular assemblies including proteins, po ©American Society for Engineering Education, 2025 WIP: QuantCrit Analysis of the Impacts of Teaching Innovations on Student DevelopmentAbstractThis WIP research paper examines impacts of a
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
student recruitment, retention, and success metrics. Dr. Slim’s scholarly contributions include numerous articles on the application of data science in enhancing educational practices.Prof. Mitchell L R Walker II, Georgia Institute of Technology Mitchell L. R. Walker is a Professor of Aerospace Engineering and Associate Dean of Academic Affairs at the Georgia Institute of Technology. His primary research interests include experimental and theoretical studies of advanced plasma propulsion concepts for spacecraft. Dr. Walker received his Ph.D. in Aerospace ©American Society for Engineering Education, 2024
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- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
spaces before transitioning to higher education.Dr. Alex M. Phan, University of California, San Diego Dr. Alex Phan is the inaugural Executive Director for Student Success in the Jacobs School of Engineering at UC San Diego. Prior to his appointment, he has served as a project scientist, engineer, and lecturer, teaching across multiple divisions, including the Jacobs School of Engineering (Dept. of Electrical and Computer Engineering, Dept. of Mechanical and Aerospace Eng., Dean’s Office Unit) and UC San Diego Division of Extended Studies. His teaching interests and expertise are in experiential learning, holistic education models, active learning environments, and metacognition. In his current role, he leads the IDEA
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42024Inclusive Teaching Practices in Engineering: A Systematic Review of Articlesfrom 2018 to 2023Rajita Singh, University of Oklahoma Rajita Singh is a junior at the University of Oklahoma, where they are pursuing an English major with a minor in Psychology. Passionate about the improvement of education in all fields, they are involved in multiple projects centered on researching pedagogy. Their most recent involvement has been in engineering pedagogy, where they bring their writing skills and synthesis abilities.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly
- Conference Session
- Working Against Unjust Social Forces
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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 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
Paper ID #37702Leveling the Playing Field: Enacting Equitable Pedagogy to Teach RigidBody DynamicsDr. Eleazar Marquez, The University of Texas, Rio Grande Valley Dr. Marquez is a Lecturer in the Department of Mechanical Engineering at The University of Texas Rio Grande Valley. His research efforts focus on dynamics and vibrations of mechanical systems under various loads. The mathematical models developed include deterministic and stochastic differential equations that incorporate finite element methods. Additionally, Dr. Marquez research efforts focus on developing and implementing pedagogical methods in engineering
- Conference Session
- 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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- Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire
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- Culture & Social Justice in Education Division (EQUITY), Equity
recently led to him receiving the inaugural UNH College of Engineering and Physical Sciences Undergraduate Mentoring Award in 2023.Mariah Arral, Carnegie Mellon UniversityCassandra Michelle Lafleur, University of New HampshireSarah YoungElise Baribault, University of New HampshireJulianna Gesun, University of New Hampshire Julianna Gesun, Ph.D., is currently a postdoctoral research scholar at Embry-Riddle Aeronautical University. Her research broadly focuses on understanding and supporting the process by which engineering programs facilitate the environments for students to develop optimal functioning in undergraduate engineering programs. Her research interests intersect the fields of positive psychology, engineering education
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- 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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- Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
adult inform their research work.Dr. Kirsten A. Davis, Purdue University Kirsten Davis is an assistant professor in the School of Engineering Education at Purdue University. Her research explores the intentional design and assessment of global engineering programs, student development through experiential learning, and approaches for teaching and assessing systems thinking skills. Kirsten holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education, M.S. in Systems Engineering, and Ph.D. in Engineering Education, all from Virginia Tech.Dr. Senay Purzer, Purdue University Senay Purzer is a Professor in the School of Engineering Education at Purdue University. Her research is
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Hispanic- Serving InstitutionAbstractThe idea of exploring better models of instruction that emphasize collaboration, community, andculture, using student-centered and asset-based approaches in engineering is a pressing need.These innovative approaches are particularly important in Minority-Serving Institutions (MSIs),such as Hispanic-Serving Institutions (HSIs), where the student body is increasinglydiversifying. This study presents the federally funded Research-Oriented Learning Experiences(ROLE) program housed at New Mexico State University (NMSU). This program combines theacquisition of engineering technical skills with the development of interpersonal, academic,professional, and service abilities necessary to succeed
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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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- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
are enactments of power. Riley [12] points out how engineering educatorsreadily dismiss ideas from schools of education on how to teach better. She provides examples ofscholars who only adopt specific approaches based on 'learning sciences' and deem only certainepistemologies and methodologies worthy of transfer from education into engineering education[12]. Douglas et al. [11] make a compelling case for the need for epistemological diversity inEER to promote robust scholarship based on equity, acceptance, interdisciplinarity, andcollaboration. Moreover, despite the lack of studies on epistemology pointed out by Katz et al.[10], there is no shortage of researchers calling for epistemological diversity in engineeringeducation research [12
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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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- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Culture & Social Justice in Education Division (EQUITY), Equity
workshops to practitioners around the world. ©American Society for Engineering Education, 2023 Engineering Health Equity: Perspective and Pedagogy of Interdisciplinary Teaching and Learning and Impact on Learners’ Social IdentityAbstractThis research explored the beliefs related to the health disparities, systems, and innovation ofhonors/engineering students enrolled in a course on Health Equity. This course aims to bringtogether undergraduate students across disciplines from engineering, public health, pharmacy,anthropology, sociology, and other social and basic sciences to learn from each other throughco-designing solutions to address health disparities. The
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38339How Diversifying / Updating the Teaching Team Has Positively AffectedTeachingSara Al HumidiAlena SloanMrs. Andrea Atkins, University of Waterloo Andrea Atkins is a lecturer in Architectural Engineering at the University of Waterloo. Previously, she was a structural designer at Blackwell Structural Engineers in Toronto.Dr. Rania Al-Hammoud, University of Waterloo Rania Al-Hammoud is a lecturer and the current associate chair of undergraduate studies at the civil & environmental engineering department at university of waterloo. Dr. Al-Hammoud has a civil engineering background with research focusing on
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- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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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
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- Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
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- 2025 ASEE Annual Conference & Exposition
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- David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia
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- Culture & Social Justice in Education Division (EQUITY), Equity
University of Colorado Denver. She earned her Ph.D. from the University of Denver in 2009. She has been teaching at CU Denver since 2010. Darbeheshti’s research interests are in the area of Fluid Mechanics and Engineering Education. She is the PI of a recent NSF award that focuses on STEM identity at Urban Universities.Dr. Priscilla Hwang, Virginia Commonwealth University Priscilla Hwang an Assistant Professor in Biomedical Engineering at Virginia Commonwealth University (VCU). She earned her BS, MS, and PhD from Duke University. While at Duke, she also received a Certificate in College Teaching. After her PhD, she worked as a postdoctoral fellow at Washington University in St Louis. In 2019, she joined the faculty at VCU
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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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- Keith Fouch, California Polytechnic State University, San Luis Obispo; Zoey Camarillo, California Polytechnic State University, San Luis Obispo; Ben Lutz, California Polytechnic State University, San Luis Obispo
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43189Exploring Student and Faculty Beliefs about Inclusive Teaching in EngineeringKeith Fouch, California Polytechnic State University, San Luis ObispoZoey Camarillo, California Polytechnic State University, San Luis ObispoDr. Ben Lutz, California Polytechnic State University, San Luis Obispo Ben Lutz is an Assistant Professor of Mechanical Engineering Design at Cal Poly San Luis Obispo. He is the leader of the Critical Research in Engineering and Technology Education (CREATE) group at Cal Poly. ©American Society for Engineering Education, 2024 Exploring Student and Faculty Beliefs about
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- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
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- Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
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- Culture & Social Justice in Education, Equity
Paper ID #33133Critical Perspectives on Teaching Design in First-year EngineeringDr. Desen Sevi Ozkan, Tufts University Desen is a postdoctoral researcher in the Tufts Center for Engineering Education Outreach and the Insti- tute for Research on Learning and Instruction. She holds a Ph.D. in engineering education from Virginia Tech and a B.S. in Chemical Engineering from Tufts University. Her research interests are focused on in- terdisciplinary curriculum development in engineering education and the political, economic, and societal dimensions of curricular change.Dr. Avneet Hira, Boston College Dr. Avneet Hira is an
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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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- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder
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- Culture & Social Justice in Education Division (EQUITY), Equity
Prose? Learn About the Differences Between Prose and Poetry With Examples,” Writing. Accessed: Apr. 29, 2025. [Online]. Available: https://www.masterclass.com/articles/what-is-prose-learn-about-the-differences-between-prose-and- poetry-with-examples[8] K. Jarrett and R. Light, “The experience of teaching using a game based approach: Teachers as learners, collaborators and catalysts.,” Eur. Phys. Educ. Rev., vol. 25, no. 2, pp. 565–580, 2019.[9] N. Kellam, K. Sweeney, and J. Walther, “Narrative Analysis in Engineering Education Research: Exploring Ways of Constructing Narratives to Have Resonance with the Reader and Critical Research Implications,” presented at the 2015 ASEE Annual Conference & Exposition, Seattle
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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
researchers are alreadybeginning to challenge the pathology paradigm’s assumptions and recognize a need for systemicchange – not just in how we teach, but in how we approach our research.ConclusionsThrough this exploration of the use of neurodiversity terminology in engineering educationresearch, I have identified concerning patterns of misuse, pathologizing language, and relativelylimited work focused on neurodiversity in the EER literature. At the same time, neurodiv* use isbecoming increasingly popular, and researchers in engineering education are beginning torecognize the need for a major shift in how we approach neurodivergence.I have also introduced Walker’s work [1] through which to interpret the EER literature because Ibelieve it is an
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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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- Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
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- Culture & Social Justice in Education Division (EQUITY), Equity
discussesmixed-race family narratives and how they are used to teach family members about race andfamily. As multiracial students must navigate interracial family experiences and bring their ownnarratives, this research is insightful to the structures that multiracial students navigate at home.This is important for engineering education researchers to understand the experiences ofmultiracial students prior to entering the engineering space.Continuing the exploration of interracial family narratives through Developmental Psychology, a“systematic [literature] review on qualitative and quantitative research available acrossdisciplines regarding how caregivers engage in racial-ethnic socialization with MultiracialAmerican youth to transmit knowledge about
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38539DEIB in Engineering Teaching programs in the USDr. John L. Irwin, Michigan Technological University As Professor for Mechanical Engineering Technology at Michigan Technological University, Dr. Irwin teaches courses in Product Design & Development, Parametric Modeling, and Senior Design. Research interests include STEM education in Manufacturing and CAD/CAM/CAE technical areas.Prof. Martin E. Gordon DFE P.E., Rochester Institute of Technology Martin E. Gordon, PE, DFE is Professor and Director of External Academic Relations in the College of Engineering Technology at the Rochester Institute of Technology
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
Mechanical Engineering from Bahonar University in Iran.Dr. Sreyoshi Bhaduri, ThatStatsGirl Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. She employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce. Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.), from Virginia Tech. She earned her Bachelors degree in Mechatronics Engineering from Manipal University in India. Sreyoshi has been recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, a Diversity scholar, and was inducted in the
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
social justice. She is the Director of Engineering+, the College of Engineering’s first year program at Oregon State University. Engineering+ [link webpage] combines three foundational engineering courses, co-curricular opportunities, career and industry development skills to enhance the success of our first year and transfer students. In addition to her 10 years in higher education, she has over 6 years of work experience as a design, process and research engineer in nuclear energy, renewable technologies, and various manufacturing facilities. In 2020, she received the OSU Breaking Barriers in Education Award, which recognizes high impact in teaching, mentoring, and advancing gender equity in higher education. She is
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
stakeholders to support community-leddevelopment projects. This may involve facilitating student-led design competitions orhackathons focused on addressing environmental justice issues, fosteringinterdisciplinary collaboration and innovation. Long-term partnerships with communityorganizations can also support ongoing capacity-building initiatives, such as workforcedevelopment programs or engineering education outreach efforts.Continuous Self-Reflection and Curricular Transformation:Engineering educators canintegrate reflective practices into their courses and research projects. By incorporatingcase studies and real-world examples of engineering successes and failures in addressingenvironmental justice issues, students are prompted to consider the
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- Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)
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- 2025 ASEE Annual Conference & Exposition
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- Rebecca Zarch, SageFox Consulting Group; Stacey Sexton
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- Culture & Social Justice in Education Division (EQUITY), Equity
and a short survey. Thesemi-structured interviews provided an initial understanding and led to the idea of a shortersurvey that we could administer to a larger sample.Both the interviews and the surveys were collected during attendance at professionalconferences. The interviews were conducted at the co-located Expanding Computing EducationPathways (ECEP) Summit and Research in Equity and Sustained Participation in Engineering,Computing, and Technology (RESPECT) Conference held in May 2024. The ECEP Summit wasconvened to bring together state teams of policy makers, researchers, and computing andeducation experts to share and plan their progress on institutionalizing and operationalizing K–12computing education in their states. RESPECT draws
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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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- 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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race and gender on their STEM pursuit. As such,the findings of this study, looking at the relationships between pre-college discussions of raceand perceptions of advantage in computing, could inform policies and practices that effectivelyaddress computing’s persistent lack of racial diversity.Positionality StatementOur interdisciplinary research team recognizes that our social positions and identities shape thiswork. The team has three faculty members, two postdoctoral researchers, two doctoralcandidates, and three undergraduate students. Domains of expertise span computer science,electrical engineering, physics, public policy, sociology, and statistics. As a racially diverse team,including four women of color, our backgrounds contrast with
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- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.
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Paper ID #33756Perceptions of the Engineering Curricula from Women and LGBTQIA+ Stu-dentsDr. Stephanie Lezotte, Rowan University Dr. Stephanie Lezotte currently serves as the Assistant Dean of Graduate Studies at Rowan University. She received her Ph.D. in education, with a concentration in postsecondary and higher education. Us- ing organizational theory, she is interested in systems and structures that contribute to the oppression of underserved and underrepresented college students, particular STEM students. She is active in the Amer- ican Educational Research Association (AERA) and the Association for the Study of
- 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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- Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
ontological challenges) and the challenges withconceptualization (theoretical and epistemological challenges) regarding race in engineeringclassrooms. In addition to the challenges, we also reflected on what helped with learning orunderstanding in these areas.4. Method:The broad research method for the project was collaborative ethnography with a focus on racialequity. The project embeds in one institutional context per semester and engages three facultyregarding their engineering teaching for one engineering classroom. The research team embedsin the classroom to observe most class sessions (allowing for schedule conflicts or skipping lessuseful content) to track patterns and shifts in racial equity and observe the class cultureholistically. Members