Displaying results 1 - 30 of 106 in total
- Conference Session
- 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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- Diversity
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- Culture & Social Justice in Education, Equity
idea that women and students of color favor socially relevantengineering content and contexts [32], [33]. However, such an approach has been met withresistance due to the overreliance on technical subject matter in the engineering curriculum [32],[34], [35]. Many engineering faculty, but certainly not all, resist curricular changes to due to“competing tendencies” rooted within the technical/social dualism [36, p. 238].MethodologyThis paper uses a quantitative approach to analyze engineering climate survey responses amonggender and sexual minority students. The survey was conducted in spring 2018 at a Mid-Atlanticuniversity as one component of a National Science Foundation grant that was awarded to theCivil and Environmental Engineering
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Bahar Memarian, University at Buffalo, The State University of New York
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38699Indigenizing the Artificial Intelligence (AI) Programmed EngineeringEducation Curriculum, Challenges and Future PotentialsDr. Bahar Memarian, University at Buffalo, The State University of New York Dr. Bahar Memarian is an interdisciplinary researcher and educator with more than 10 years of research and teaching experience at the intersection of applied and social sciences. She has designed and executed research projects as both a team leader and a member. She has also developed and delivered learning modules and courses in the areas of STEM, design, and engineering education at the secondary and
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
Paper ID #43184Asset-Based Approaches to Transformative Learning: Community and Culturein an Undergraduate Engineering Research Program at a Hispanic ServingInstitutionDr. Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre, EdD is a STEM education researcher at New Mexico State University. She focuses her research on qualitative/mixed methods studies addressing minority and underrepresented student college performance and persistence through high-impact practices, particularly in STEM disciplines. Her main lines of inquiry examine best practices in mentoring and promotion of
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
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- Culture & Social Justice in Education Division (EQUITY), Equity
diversecommunity of educators and science learners [8].Present StudyThe present work-in-progress research utilizes the WISE platform to advance an original social-justice oriented science curriculum which will be scalable to a diverse set of middle schoolscience teachers and learners. The final product will improve students’ argumentation skills,conceptual understanding, and scientific literacy by engaging learners in the following activities: ● Exploring the varied structures/functions of organs, organ systems, and scientific arguments; ● Learning about emergent solutions in biomedical engineering to prolong the storage of human organs; ● Constructing evidence-based arguments in the form of policy proposals designed to mitigate racial
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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. Most importantly,even though we recognize that the final picture is important [8], the process of connecting thepieces is also valuable; the process of going through the curriculum is just as important as theoutcome of the curriculum for the learner, and this process is where the learning takes place[22].Even with localization, we continue to critically question our role as EE researchers in theU.S. and reflect on our complicity in reinforcing structures of marginalization in EE. Afundamental understanding within engineering is that a single problem can be approached inmany ways. From their first lessons, engineering students are taught that no idea is toooutlandish, impractical, or advanced—only that every idea should be
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
overview and a sample of initial findings categorizing equity-centered content.Project overview The goal of the NSF Broadening Participation in Engineering (BPE) grant that includesthis effort is the development of a Teaching Engineering Equity (TEE) Center at the Universityof Michigan. The Center will support existing and new efforts aligned with the College ofEngineering’s Diversity, Equity, and Inclusion (DEI) strategic mission and share initiatives withleaders similarly committed to equity-centered engineering education. Currently, the TEE Centerhas three main objectives: (1) designing and validating an evidence-based framework forcreating an equity-centered engineering curriculum; (2) generating and evaluating a collection ofDEI
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Victoria Beth Sellers, University of Florida; R. Jamaal Downey, University of Florida; Idalis Villanueva Alarcón, University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
]. Available: https://peer.asee.org/38051 [3] V. Sellers, R. J. Downey, and I. Villanueva Alarcon, “Resistance to advocacy around hidden curriculum in engineering education,” in 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD), New Orleans, 2023. Accessed: Feb. 07, 2023. [Online]. Available: https://monolith.asee.org/public/conferences/325/registration/sessions?utf8= %E2%9C%93&osl_session_filter%5Bsearch%5D=sellers&commit=Search&o sl_session_filter%5Bsession_title%5D=&osl_session_filter%5Bauthor_name %5D=&osl_session_filter%5Bpaper_title_abstract%5D=&osl_session_filter% 5Bsession_owner_id%5D=&osl_session_filter
- Conference Session
- Working Against Unjust Social Forces
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
opportunity to teach the class something entirely new toour Chemical Engineering curriculum that was not derivation, theory, or calculation. I honestlydo not understand to this day why students did not jump at the opportunity to do this. Either way,I made sure to draft my email to get in the cogen team and get to work on this topic. Initially, Iwas thinking of the Great Barrier Reef getting bleached and closer to dying. That was my motivefor joining, however, it continued to grow and evolve as we bounced ideas off of each other’sheads. As time went on, getting the autonomy to create a lesson plan from start to finish helpedto grow my interest in the topic. We supplemented our lecture with breakout rooms based on four topics that each of
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland
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- Diversity
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- Culture & Social Justice in Education, Equity
experiences Present Work 2020 Campus and Instructor- Curriculum change, Classroom driven and student surveys, and Climate student-driven projects.Research ContextThis paper reports on three successive studies aimed to improve students’ sense of belonging inengineering programs. The first study examined the existing student culture in terms ofdiversity and inclusion; the results from this study were used to design several interventions.The first-year intervention was a new workshop about diversity in engineering in theIntroduction to Engineering course, taken by all first-year engineering and computer sciencestudents. The next
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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
©American Society for Engineering Education, 2023 Talking tech: how language variety in engineering curriculum instruction can ease delivery and engage studentsAbstractBackground: As accreditation bodies globally become more specific about faculty responsibilityconcerning creating inclusive environments, faculty need to understand and be supported in theirefforts to transform the landscape of educator approaches in engineering education. Soon, facultymust, “…demonstrate knowledge of appropriate institutional policies on diversity, equity, andinclusion, and demonstrate awareness appropriate to providing an equitable and inclusiveenvironment for its students that respects the institution’s mission.” [1, pg. 51]. This is
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, 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
Paper ID #41951Websites as Gateways to Inclusive Partnerships: Examining Diversity Representationfor Environmental Nonprofits and Engineering Programs in Buffalo, NewYorkDr. Monica Lynn Miles, University at Buffalo, The State University of New York Monica L. Miles, Ph.D. is an early career Assistant Professor of Engineering Education at the University at Buffalo in the School of Engineering and applied sciences. Dr. Miles considers herself a scholar-mother-activist-entrepreneur where all her identities work in harmony as she reshapes her community. She is a critical scholar who seeks transformative solutions to cultivate
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41190Board 117: How Could a New Educational Design Broaden Inclusion of HigherEngineering Education in a Stratified System? Investigating the OIPI InitiativeMiss YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences Yanru Xu, Ji’an Liu, Yaxuan Wen. (2023). From accessibility to participation: Broadening diversity and inclusion in higher engineering and computing education through an OOICCI model. 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait, 2023, pp. 1-6, doi: 10.1109/EDUCON54358.2023.10125233. Xu, Y., & Liu, J., & Wen, Y., & Wang, L., & Wei, Y
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38107Latinx Undergraduate Students: Finding a Place of Belonging in EngineeringNicole Delgado, New Mexico State University I am a first-year Ph.D. student at New Mexico State University in the department of Curriculum and Instruction. I currently work on a sponsored project that supports Latinx undergraduate sophomore, junior, and senior-level students in developing research, technical, interpersonal, academic, and professional skills that are transferable in their decisions to enter into graduate studies or the professional world.Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 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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served on the program committee for several international conferences and received best paper and presentation awards. He has received numerous fellowships and distinguished awards, including his selection to the Becoming a Provost Academy sponsored by the American Association of State Colleges and Universities. Under his leadership, two new programs (BS in Computer Engineering and BS in Information Technology) were started as strategic initiatives to increase enrollment and national ranking. Dr. Gloster holds two US patents.Dr. Barbara L. Christe, State University of New York, College of Technology at Farmingdale Barbara Christe is a professor and the Dean of the School of Engineering Technology at Farmingdale State
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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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
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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environmental to climate justice: climate change and the discourse of environmental justice,” Wiley Interdiscip. Rev. Clim. Change, vol. 5, no. 3, pp. 359–374, 2014.[9] R. D. Bullard, “The legacy of American apartheid and environmental racism,” Johns J Leg. Comment, vol. 9, p. 445, 1993.[10] R. Bullard, “Environmental justice in the 21st century,” Debating Earth, pp. 3222–3356, 2005.[11] “Principles of Environmental Justice.” Accessed: Dec. 28, 2022. [Online]. Available: https://www.ejnet.org/ej/principles.html[12] K. Haq, M. Miles, and A. Ditto, “Tuscarora Nation Lands and the New York State Power Authority: An environmental justice education approach to decolonizing curriculum,” Under review.
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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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- Sara E. Lego, Pennsylvania State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
product. Theautonomous vehicle capstone course is a relatively new addition to the curriculum andimplements a Design-Build-Fly method with a flight competition at the end of April.Undergraduate aerospace engineering students must take at least 5 credits of capstone to meettheir degree requirements.Prior to the 2021-2022 academic year, all aerospace engineering capstone courses included alecture-based unit on DEI that was embedded within the broader context of professional behaviorand team dynamics. With the addition of 2-3 CATME-based team peer review surveysthroughout the Fall and Spring semesters to assess team communication, collaboration, andstudent perceptions of team productivity, this approach satisfied the ABET student
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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with thiscontent.Background A previous paper by the authors [4] described YVIP and its components in detail; here,we summarize these contents and then focus on the evaluation results, with a particular focus onthe new survey items focused on lyric analysis and the racial equity aspects of the curriculum. Your Voice is Power- Overview Building on creating a safe space within classrooms to give students a voice in socialjustice is just one track for the Your Voice is Power competition and curriculum. Georgia Tech,Amazon Future Engineer, and Pharrell Williams’ foundation, YELLOW, collaborated to createan innovative multi-day learning experience and competition for students by integrating thesesocial justice themes through the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37897Integrating Technical and Social Issues in Engineering Education: AJustice Oriented MindsetDr. Anne M. McAlister, The State University of New York, Buffalo Anne M. McAlister is a Postdoctoral Associate in the Department of Engineering Education at the Uni- versity at Buffalo. Her research focuses on engineering identity, social justice, and equity with the goal of broadening ideas about who engineers are and what they do in order to empower students to tackle the big issues in today’s world through engineering. Dr. McAlister has a PhD in Education and a MS in Systems Engineering from the University of
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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
inclusion, Asian American Studies, Critical Mixed Race Studies, engineering ethics, and pop culture.Dr. Qin Zhu, Virginia Tech Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Vir- ginia Tech. Dr. Zhu is also serving as Associate Editor for Science and Engineering Ethics, Associate Editor for Studies in Engineering Education, Editor for International Perspectives at the Online Ethics Center for Engineering and Science, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include engineering ethics
- 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
Paper ID #43995Outsiders: Pathways and Perspectives from Engineering Education PhDsOutside AcademiaDr. Meagan C Pollock, Engineer Inclusion As an engineer turned educator, through her company, Engineer Inclusion, Dr. Meagan Pollock focuses on helping others intentionally engineer inclusion™ in education and the workforce.Dr. Hoda Ehsan, The Hill School Hoda is Chair for Engineering and Computer Science Department and the Director of Quadrivium Design and Engineering at The Hill School. She holds a Ph.D in Engineering Education from Purdue University, M.S. in Childhood Education from City University of New York, and B.S. in
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 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
, J. L., & Fore, G. (2018). A systematic literature review of US engineering ethics interventions. Science and engineering ethics, 24, 551-583. [10] Winiecki, D., & Salzman, N. (2019, January). Analyzing and Working-Out Ways of Addressing Problems of Social-Justice in an Engineering or Computer-Science Context. In 2019 NSF REDCON (Revolutionizing Engineering & Computer Science Department CONference), Arlington, VA.[11] Maxwell, J. A., Qualitative Research Design: An Interactive Approach: An Interactive Approach. SAGE, 2013.[12] Creswell, J. W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE, 2014.
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- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego
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) Engineering. She previously served as the project manager and lead editor of the NSF-funded TeachEngineering digital library (TeachEngineering.org, a free library of K-12 engineering curriculum), during which she mentored NSF GK-12 Fellows and NSF Research Experiences for Teachers (RET) par- ticipants from across the country on the creation and publication of their original engineering curriculum. Dr. Forbes is a former high school physics and engineering teacher and a former NSF GK-12 Fellow.Dr. Odesma Onika Dalrymple, University of San Diego Dr. Odesma Dalrymple is an Associate Professor and Faculty Lead for the Engineering Exchange for Social Justice, in the Shiley Marcos School of Engineering at University of San Diego
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- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College
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and baccalaureate transferinstitutions reviewed and updated articulation agreements. In the Engineering Summer BridgeProgram’s first two years, forty-five (45) students who would otherwise have been deniedadmission to EP are thriving and are positioned to transfer to four-year engineering programs.In this paper, Wright College will review the college’s equity efforts, the structure andimplementation of the Engineering Pathways, and the creation of new engineering transferprograms. It will explore visible and invisible barriers to students’ success, contrasting students inWright College’s EP program with other Wright College students. The authors argue that thesystemic pursuit of equity, particularly with a focus on self-efficacy, belonging
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
curriculum can bechallenging because of an already busy curriculum and a lack of pedagogical guidance forinstructors. Not addressing these challenges can thus hinder institutions’ ability to developsocially and environmentally responsible engineers. Due to technological and scientificdevelopments, the engineering curriculum is frequently expected to cover more and moretechnical content, which makes the incorporation of other aspects more challenging [10]. Ahorizontal integration of social and environmental justice is an effective approach to dealing withthis issue, and it simultaneously helps defuse faculty resistance to non-technical content[11,12,13]. It has also been pointed out that social justice in engineering contexts usuallynecessitates the
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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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, J. Hormell, and A. Knight, “Black Men in Engineering Graduate Education: Experiencing Racial Microaggressions within the Advisor–Advisee Relationship,” J. Negro Educ., vol. 88, no. 4, pp. 493–508, 2019.[7] E. R. McCurdy, “Discrimination as a barrier to diversity: Sexism and microaggressions against African American women in computer science and engineering,” 2020.[8] S. Torres-Harding, A. Andrade, and C. Diaz, “The Racial Microaggressions Scale (RMAS): A New Scale to Measure Experiences of Racial Microaggressions in People of Color,” Cultur. Divers. Ethnic Minor. Psychol., vol. 18, pp. 153–64, Apr. 2012, doi: 10.1037/a0027658.[9] N. Linares-Ramirez, “Examining Middle School Students’ Racialized Experiences with a
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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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., Conkey, A., & Shryock, K. (2005, October). A project- based approach to first-year engineering curriculum development. In Proceedings Frontiers in Education 35th Annual Conference (pp. T3H-T3H). IEEE.Grosz, B. J., Grant, D. G., Vredenburgh, K., Behrends, J., Hu, L., Simmons, A., & Waldo, J. (2019). Embedded EthiCS: integrating ethics across C.S. education. Communications of the ACM, 62(8), 54-61.Harding, Sandra: (1991). Whose Science? Whose Knowledge? Cornell University Press, Ithaca. 13Harrington, C., Erete, S., & Piper, A
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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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, act, and make meaning, and this language is structured by conceptualmetaphors based on our everyday experiences. Metaphors help us understand our world by givinga concrete foundation to abstract ideas. As metaphors offer an avenue to express or recognizeabstract ideas, our paper proposes metaphors as a linguistic approach to understandingepistemologies in engineering education research (EER). Metaphors are ubiquitous; we use them every day and everywhere, intentionally, or not.In research, we do not always clarify the metaphors we use, even when they are sprinkledliberally in our thinking and writing. Like light and shadows, every metaphor reveals andconceals different aspects of the idea it describes. Yet, we do not always consider
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- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
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institute of Technology. Sriram received a B.E degree in Computer Science and Engineering from the University of Madras and M.S and Ph.D. degrees in Computer Science from Indiana University. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has