Displaying results 1 - 30 of 86 in total
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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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- Nicholas A. Baine. P.E., Grand Valley State University; Karl Brakora, Grand Valley State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
. ©American Society for Engineering Education, 2023 Tuition Equity: A study of the impact of lower-/upper- division tuition ratesAbstractThere has been significant study associated with the equity of access to college and the collegeadmissions process, but there has been far less study in the area of tuition and fees. There arenumerous financial aid options in the form of grants and special programs for those with a need,but what if the tuition structure itself is working counter to the intent of internal and externalfinancial aid packages?While it has become common for universities to employ a tuition structure that charges differenttuition rates based on major of study, it is also common among some regions in the US foruniversities to charge a
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37223The Danger of a Single Story: A Critical and Holistic Account ofRachel’s Experience in Computing for Broadening ParticipationMrs. Nivedita Kumar, Florida International University Nivedita is pursuing her Ph.D. in Engineering & Computing Education at Florida International Univer- sity. She has a computer science and engineering background as well as K-12 teaching. She thinks about creating an inclusive learning environment using critical and feminist frameworks in undergraduate engineering and computing classrooms.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor
- Conference Session
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering students to be aware of thesocial implications of their engineering designs and to find ways that they can justly apply theirproblem-solving skills to global, sociotechnical issues.Undergraduate engineering students, particularly women, people of color, and individuals withdisabilities, are often motivated by sociotechnical challenges to pursue engineering [3]–[5].However, technical and social aspects of engineering are frequently separated in current forms ofundergraduate engineering education, and engineering students may learn to devalue socialaspects of engineering (e.g., [6]–[8]). This devaluing happens because technical skills are oftenplaced at the forefront of engineering education while sociotechnical skills may be de-emphasized
- Conference Session
- 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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Paper ID #37167Changing the Way We Educate to Prioritize Minority Students’ MentalHealth and Enhance Their Well-Being ¨Ms. Claudia Calle Muller, Florida International University Claudia Calle M¨uller is a Ph.D. student in Civil and Environmental Engineering at Florida International University (FIU). She holds a B.S. in Civil Engineering from Pontificia Universidad Cat´olica del Per´u (PUCP). Claudia has 4+ years’ experience in structural engineering designing reinforced concrete resi- dential and commercial buildings in Peru; 2+ years’ experience in entrepreneurship building a successful health coaching
- 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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- Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University
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,” ABET, 2021. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineeri ng-programs-2021-2022/. [Accessed Feb. 3, 2023].[22] H.A.H. Handley and A. Marnewick, “A Diversity, Equity, and Inclusion Model for Engineering Curriculums,” In Proc. IEEE International Conference on Recent Advances in Systems Science and Engineering (RASSE), pp. 1-6, 2022. Available: https://doi.org/10.1109/RASSE54974.2022.9989693[23] L. Phelps, E.M. Camburn, and S. Min, “Choosing STEM College Majors: Exploring the Role of Pre-College Engineering Courses,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 8, no. 1, 2018. Available: https
- Conference Session
- 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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Paper ID #41866Teaching Strategies that Incorporate Social Impacts in Technical Courses andEase Accreditation Metric CreationMs. Ingrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University in Electrical Engineering and Computer Science. She teaches Electrical and Computer Engineering fundamentals and design courses, and as a graduate student in Education is focused on curriculum design. Scheel’s industry experience includes prototype development, test article instrumentation, data acquisition, data analysis, and reporting. She contributes to the International Society for Optics
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- 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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-23.1221.19. Accessed: Feb. 22, 2023. [Online]. Available: https://peer.asee.org/the-island-of-other-making-space-for-embodiment-of-difference-in-engi neering[23] A. E. Slaton, “Meritocracy, Technocracy, Democracy: Understandings of Racial and Gender Equity in American Engineering Education,” in International Perspectives on Engineering Education: Engineering Education and Practice in Context, Volume 1, S. H. Christensen, C. Didier, A. Jamison, M. Meganck, C. Mitcham, and B. Newberry, Eds., in Philosophy of Engineering and Technology. Cham: Springer International Publishing, 2015, pp. 171–189. doi: 10.1007/978-3-319-16169-3_8.[24] B. A. Burt, K. L. Williams, and W. A. Smith, “Into the Storm: Ecological and Sociological
- 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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course. While socio-technical and socio-cultural context instudent design projects is important to help increase the level of student engagement, the semi-experiential nature of design projects can stimulate emotions that significantly influencecognitive functions leading to significant learning. This is work in progress.Introduction and LiteratureSituated cognition [2] emphasizes the importance of context in establishing meaningful linkageswith learner experience and in promoting connections among knowledge, skill, and experience.Situated learning emphasizes higher order thinking rather than the acquisition of facts,encourages reflection on learning, and focuses on application rather than retention [3].Contextual learning [4] engages students
- 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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- Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
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Paper ID #41618A Liberatory Co-Curricular Program for Engineering Students: InvestigatingImpacts and Limitations Through Alumni PerspectivesBailey Bond-Trittipo, Florida International University Bailey Bond-Trittipo is an engineering and computing education Ph.D. candidate within the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University. Her research interests center on employing critical theoretical frameworks and qualitative methodologies to study liberatory pedagogies in engineering education and undergraduate engineering students’ participation in
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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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 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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traditional grading system since they began teachingand I am no exception. Assignments and assessments are provided and students earn points onthese which add up to give them a particular grade in the course based on the 0 – 100% gradingscale. Earn 90% of the points and an A is earned, 80% for a B, 70% for a C, 60% for a D, andbelow 60% designates failure of the course. Due dates are firm and there are not retakes onassessments. If students missed a particular day or deadline, they would receive a zero. Thisgrading system rewards the students that are able to attend class every session and learn on thetimeline the instructor determines. This inherited practice skews outcomes against alreadyunderserved student populations in typical engineering
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Rania Al-Hammoud, University of Waterloo; Soukaina Jazouli; Andrea Atkins, University of Waterloo
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future work may either maintainan unfavourable status or resolve social inequities to promote a more just society. Engineeringclasses are typically focused on technical methods and finite responses, which makes teachingequity challenging because it does not have a definite solution. Even though the integration of EDInotions into engineering educating is generally recognized to be beneficial, there is no agreementon the most effective method of implementation, which creates numerous obstacles. [1]The promotion of equity in educational institutions is considered as a crucial aspect of ensuringequal opportunities for all students regardless of their background and disabilities. Providingstudents with resources that are adapted to their individual
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
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two weeks non-interrupted. Then, one class day was utilized to conduct example problems.II.3 Pedagogy at Hispanic Serving InstitutionThe pedagogical approach implemented at the HSI was as follows: 1. Introduction – lecture sessions were initiated by introducing the respective theme of interest and highlighting related real-world engineering applications. The idea behind emphasizing real-world applications was to acquaint students with a plethora of scenarios in which technical themes are integrated. For each lecture, physical models were taken to class to further illustrate specific details of real-world applications such as geometric configurations or different types of motion. Specifically, three-dimensional physical models
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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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development. [25] developed a theory of identity that centers on stereotype threat.According to this theory, when individuals are aware of negative stereotypes that exist abouttheir social group, they may experience anxiety and perform poorly on tasks related to thosestereotypes. Steele argued that this occurs because people's performance is influenced by theirperceptions of the stereotypes, which can activate negative thoughts and emotions that hindertheir abilities. This theory has significant implications for understanding how stereotypes affectacademic achievement and other areas of life and for developing interventions to help peopleovercome stereotype threats and achieve their full potential.[3] further emphasized the importance of supportive
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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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- Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette
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insections of 120 students, working in teams of 4, with a teaching team of one instructor, half of agraduate teaching assistant, 4 undergraduate peer teachers for 20 hours a week, and 1-2 gradersfor 20 hours a week, taught in two sessions of 110 minutes across a semester of 16 weeks.Instructors (who have varied experience from never having taught the course to instructorsteaching it annually for a decade or more) shared centrally-produced technical content,assignments, and exams. Instructors can modify the centrally-produced technical content, butstill need to aim for the same learning objectives on which that centrally-produced content isbased. Learning objectives are theoretically determined by a curator team of faculty, rangingfrom 1-3 faculty
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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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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
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
programs tocombat this status quo and to retain traditionally underserved populations of students [12].Regulatory bodies are transforming student outcomes as emergent research continues todemonstrate this connection between technical and social topic areas and the need in industry forstudent proficiency in both.Accreditation bodies are progressively requiring more effectiveness in the integration of socialand technical solution spaces as programmatic outcomes for students. It’s been over 15 yearssince ABET included, “the ability to: (1) function on multidisciplinary teams, (2) communicateeffectively, and (3) understand professional and ethical responsibility” in their criteria [13, pg.227]. Expectations for improving student abilities in these
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza
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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
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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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-income communities, and they contribute to environmental injustices related to toxicemissions from diesel equipment.2This case study occurred in a near-port community experiencing numerous health and economicimpacts associated with excessive port emissions. For example, one local study found that airpollution levels in the near-port community were associated with increased school absences, andestimated that reducing pollution by 50% would save $426,000 per year in a school district thatwas already under-resourced.3 This estimate did not account for the economic impacts onworking caregivers who took time off to watch children, or who incurred medical costs frompollution-related illnesses themselves. Additionally, excessive exposure to PM2.5 has
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
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Education to Move Beyond the Technical,” in Advances in EngineeringEducation in the Middle East and North Africa, M. H. Abdulwahed, M. O. Hasna, and J. E.Froyd, Eds. Springer International Publishing Switzerland, 2016, pp. 409–428.[19]D. E. Armanios et al., “Diversity, Equity, and Inclusion in Civil and EnvironmentalEngineering Education: Social Justice in a Changing Climate.,” in 2021 ASEE Virtual AnnualConference Content Access, Jul. 2021.[20]C. Baillie, “Engineers within a Local and Global Society,” Synthesis Lectures on Engineers,Technology and Society, vol. 1, no. 1, pp. 1–76, Jan. 2006, doi:10.2200/s00059ed1v01y200609ets002.[21]C. Rottmann and D. Reeve, “Equity as Rebar: Bridging the Micro/Macro Divide inEngineering Ethics Education
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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
in educational systems, will help with student retentionin engineering classrooms. Hence, diversifying the workforce results in a career path that is notrooted in the current patriarchal norms [3].In a post-secondary engineering faculty, that would mean the diversification of both faculty andthe student body to include more women and people of color. Creating a more inclusiveenvironment that stems from gender, race and ethnic diversity allows for new experiences andknowledge to be introduced [3]. Nielsen et al. highlight how gender diversity contributes to teamdynamics by enhancing creativity, decision making, and problem solving when compared to all-men research teams. This is largely due to the ability of women to recognize their
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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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- Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana
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- Culture & Social Justice in Education Division (EQUITY), Equity
significantmilestone occurred in 1997, when the national accrediting board for engineering programs, ABET(Accreditation Board for Engineering and Technology) created the Engineering Criteria 2000 (EC2000). These criteria, which have continued to evolve over the last 20+ years, documented specificlearning outcomes required of engineering educational programs to remain accredited, one of thetwo pathways for engineering graduates to pursue a Professional Engineering (PE) license [1 –3].The ABET Engineering Criteria required that future engineers demonstrate proficiencies inmultidisciplinary teams, engineering in a global context and an understanding of contemporaryissues [2], among other technical skills. This “a-k” (updated to 1-7 in 2019) criteria became
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia
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account of race,religion, nationality, membership in a particular social group or political opinion, is outside thecountry of which is a national, is unwilling to be protected by that country and is unwilling to return[3].These definitions show that migration is understood as a security problem, whose public policiesdepend on national and international authorities, which decide who is protected and declared as arefugee [4]. In general, migrants apply for asylum to be protected by the host States, but from,during, and until the end of the asylum process, they are migrants. Within this population, migrantchildren are the most vulnerable, as they present a double vulnerability, a first vulnerability relatedto their status as migrants in a situation
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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. Parker, H. Hedgeland, S. Jordan, and R. Galloway, “Using concept inventories to measure understanding,” Higher Education Pedagogies, vol. 3, no. 1, pp. 173–182, Jan. 2018, doi: 10.1080/23752696.2018.1433546.[9] T. Reed-Rhoads and P. K. Imbrie, “Concept inventories in engineering education,” presented at the National Research Council’s Workshop Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC, 2008.[10] N. A. Stites, K. A. Douglas, D. Evenhouse, E. Berger, J. Deboer, and J. F. Rhoads, “A validation and differential item functioning (DIF) study of an abbreviated dynamics concept inventory,” International Journal of Engineering Education, vol. 35, no. 2, pp. 491–509, 2019.[11] K
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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the 8th ACM International Conference on PErvasive Technologies Related to Assistive Environments, Jul. 2015.[13] C. Batanero, L. de-Marcos, J. Holvikivi, J. R. Hilera and S. Otón, "Effects of new supportive technologies for blind and deaf engineering students in online learning," IEEE Transactions on Education, vol. 62, no. 4, pp. 270-77, Nov. 2019.[14] F.H. Papenmeier, "The BRAILLEX system," Braille Research Newsletter, no. 7, pp. 3-17, 1978.[15] L. Kay, "Electronic aids for blind persons: an interdisciplinary subject," IEEE Proceedings A, vol. 131, pp. 559-76, 1984.[16] J. C. Bliss, "The talking calculator and the talking optacon," The Educator, vol. 5, pp. 2-3, 1977.[17] A. Calabro, E. Contini
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva
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create more division by highlighting race. What do you think? 3. Has your university made any institutional commitments to anti-racism or learning about race and racism? 4. Have there been any steps taken in your department to teach computing majors about topics related to race and racism?Data Collection ProcessThe target population was undergraduate computing students ages 18 years or older. Datacollection occurred during the fall 2022 and early spring 2023 semesters. Participants for bothinstruments were solicited via recruitment emails to faculty at various institutions via listservsthat specifically targeted computing educators and organizations serving groups that arehistorically underrepresented in STEM, including the Association for
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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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intersectionality,” Harvard Journal of Law & Gender, vol. 37, p. 185, 2014.[31] R. I. Mohr and V. Purdie-Vaughns, “Diversity within women of color: Why experiences change felt stigma,” Sex Roles, vol. 73, no. 9, pp. 391–398, 2015.[32] S. Sewalk and K. Nietfeld, “Barriers preventing women from enrolling in construction management programs,” International journal of construction education and research, vol. 9, no. 4, pp. 239–255, 2013.[33] E. M. Almquist and S. S. Angrist, “Role model influences on college women’s career aspirations,” Merrill-Palmer Quarterly of Behavior and Development, vol. 17, no. 3, pp. 263–279, 1971.[34] B. L. Oo, X. Feng, and B. T.-H. Lim, “Early career women in construction: career choice and barriers
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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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- Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
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often unreported, and displaced engineering students’experiences and professional identity development are not well understood [3].This gap in understanding is concerning because positively formed professional identities gainengineering students entry into communities in their field, and it is well-known in that transitionsto new institutions and the identity development thereafter can be tumultuous for transferengineering students. Challenges arise due in part to disciplinary norms like rigid and lockstepcurricula that make disruptions problematic, as well as engineering culture, and the wayconnection to and sense of belonging with field-dominant peer groups is crucial to success in themajor [4][5][6][7][8].Displaced engineering students are
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette
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education emerged as a venerated tool foradvancing and emancipating marginalized communities [2], [3].International organizations like the World Bank, UNESCO, and countries in the Global Northhave proffered education, engineering skills like problem-solving and critical thinking, andspecifically EE, as a tool for social mobility, individual agency, or economic development inthe Global South [2], [4]–[7]. However, engineering and EE initiatives for the “development”of countries in the Global South take a deficit-oriented approach [6] where engineers - andengineering students - from the Global North are seen as experts, and the community ismerely considered a beneficiary [8], [9]. Questioning who the actual beneficiaries are,Nieusema and Riley [10
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Director of Mississippi Stateˆa C™s Building Construction Science (BCS) program. Dr. Ford has 15 years of industrial experience including corporate work, and 16 years of teaching experience at the post-secondary level. ©American Society for Engineering Education, 2023 Teamwork Perception in Engineering Programs through the Lens of Gender and Race Raheleh Miralami, Saeed Rokooei, Tonya Stone, George FordAbstract Teamwork skills are increasingly gaining importance in graduates’ qualifications in engineering programs. The interconnected systems of the workflow of engineering products and projects necessitate certain technical and managerial