Displaying results 1 - 30 of 89 in total
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky
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- Culture & Social Justice in Education, Equity
currently conflicts with the existing environmentalnorms. This desire is important and consistent with previous research findings which indicatethat the endorsement of seeking help for mental health concerns by one’s social network is a keyfactor in the decision-making process [21, 25-28]. However, one unique component of theengineering environment that needs to be taken into consideration is the effects of competition.In a study of elite athletes’ beliefs about mental illness stigma and help-seeking, researchersfound that engaging in competition to achieve success conflicted with athlete’s opinions andattitudes about mental health issues [22].Mental health issues were linked to weakness thereby threatening the athlete’s self-perceptionsand status
- 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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- Diversity
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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
- 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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- Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Teaching, Boston, 1918.[5] Grinter Report, “Report on evaluation of engineering education (reprint of the 1955 report),” J. Eng. Educ., vol. 93, no. 1, pp. 74–94, 1994.[6] G. W. Clough et al., The Engineer of 2020: Visions of Engineering in the New Century. Washington, DC: National Academcy Press, 2004.[7] R. A. Cheville, Becoming a Human Engineer: A Philosophical Inquiry into Engineering Education as Means or Ends? 2021.[8] C. Mitcham, “The True Grand Challenge for Engineering: Self-Knowledge,” Issues Sci. Technol., vol. 31, no. 1, 2014.[9] M. S. Schiro, Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage, 2012.[10] S. B. Nolen, E. L. Michor, and M. D. Koretsky
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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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- Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
to academia without unduly jeopardizing their careers constituted a new challenge for Black women who aim to be intellectuals within academia [13, p. 16].Patricia Hill Collins wrote the above excerpt from Black Feminist Thought over thirty years ago(2001, original published in 1990). In 2018, the estimated WOC faculty in engineeringdisciplines in ASEE institutions was 5.6%, “up” from 2.8% in 2005 [21]. African American andBlack women made up 0.5% in 2018 [21].Given this concerning and continued underrepresentation, mentorships in which a Black womansupervises a white woman may be limited and/or new. White mentees must recognize the powerthat comes with cultural capital and historical privilege to challenge the academic
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, professor of Higher Educa- tion and Student Affairs, senior research fellow in the Public Policy Center, and director of the Center for Research on Undergraduate Education at the University of Iowa. His research uses a social psychological lens to explore key issues in higher education, including student success, diversity and equity, admissions, rankings, and quantitative research methodology. ©American Society for Engineering Education, 2023 How Engineering Faculty, Staff and Administrators Enact and Experience Diversity ProgramsEmily Blosser 1*, Arunkumar Pennathur 2, Priyadarshini Pennathur 3, Nicholas Bowman41 Department of Sociology, University of Louisiana at
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
future work. This study used insights fromstudents and faculty to explore beliefs regarding inclusive teaching in engineering educationsettings. We used semi-structured interviews to examine beliefs related to inclusive teaching inengineering contexts. Our approach involved using first- and second-cycle methods to describebeliefs and organize them according to dominant themes. Preliminary findings indicate a diverserange of beliefs concerning inclusive teaching and suggest a shared sentiment among students andfaculty participants regarding the importance of fostering student-professor personal connections,using inclusive pedagogical methods, and ensuring that courses address issues of diversity, equity,and inclusion in engineering. Given the
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University
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- Diversity
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- Culture & Social Justice in Education, Equity
about discussing such issues in the classroom, feeling ill-equipped to discuss it at all orunsure of how effective they would be in a virtual classroom. They were not against thediscussion inherently but were instead anxious about their abilities and impact on the students.Many of the faculty voiced their desire to create inclusive classrooms and a desire to support thestudents in these anxiety-inducing times, but their concerns of mishandling these issuesoverpowered this goal.We also performed Chi-Square (χ2) analysis on aligned categories that arose from the groundedtheory. We found that students were more interested in having such topics discussed in theclassroom than expected and that faculty are highly aware of their impact on the students
- 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
Engineering Education.Dr. Nicole Lowman, University at Buffalo, The State University of New York Nicole Lowman is an Assistant Professor of Teaching in the Department of Engineering Education at the University at Buffalo, where they primarily teach technical communication to engineering and computer science undergraduates. Their courses center community-engagement and local justice by grounding writing and communication projects in non-profit organizations in the city of Buffalo. Their research is primarily concerned with rhetorics of race and critical race theory, and their scholarship has been published by Journal of Contemporary Rhetoric and The New Americanist.Kate Haq, University at Buffalo, The State University of New
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38435On Faculty Responsibility for Increasing Students’ Sense of Support inthe Classroom: Lessons from I-MATTER about Black and Brown StudentsStephanie Masta, Purdue University, West Lafayette Member of the Sault Ste Marie Tribe of Chippewa Indians and educational researcher focused on issues of equity in Black and Brown education in the United States.Ms. Janelle Grant, University of Illinois, Urbana-Champaign Janelle Grant is a PhD Student in Curriculum Studies at Purdue University, Indiana, USA. Her research interests lie in the area of Black women’s experiences of discipline in education. Prior to attending
- 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
culturally relevant approaches could make adifference in the academic performance and future of the minoritized student college population.IntroductionEducational experiences in rigorous engineering programs are deeply influential on a student’slived experience and future in terms of identity, sense of purpose, and professional opportunities.Students experience engineering programs in several ways; one is to reward those who can scoregood enough grades in prescribed coursework thus proceeding in the program and the other wayreflects those who experience programs that support creative and innovative problem-solving.The author in [1] described the issues engineering programs face concerning the retention andgraduation of at-risk engineering students
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
, ournext steps are to develop an action plan that gives voice to counternarratives and brings truthsabout student experiences to the forefront of departmental decision making and climate work. Inthis way, we will create social justice action from the applied research effort we report at ASEE.Some possible mechanisms for creating dialog with faculty in computing at the universityinclude a) sharing current counternarratives with faculty with opportunity for discussion in afaculty meeting, b) proposing communications changes to departmental staff and leadership toclarify opportunities in the CS department, and c) developing student climate survey instrumentsthat relate to concerns demonstrated in counternarratives. We recognize issues of power
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44364Work-in-Progress: Updated Progress Towards Understanding Perspectivesamong Neurodiverse Undergraduate Researchers in STEMProf. Jeffrey Halpern, University of New Hampshire Jeffrey M. Halpern is an Associate Professor in the Department of Chemical Engineering at the University of New Hampshire. He earned his B.S.E. and Ph.D. in Chemical Engineering at Case Western Reserve University. He takes a personalized approach with my students to give individualized training. He integrates inclusive mentoring into a rigorous undergraduate research experience to optimize the success of each individual. His mentoring work
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
education programming to innovate their fields.IntroductionIn the United States, national calls have emerged for expanding the science, technology,engineering, and mathematics (STEM) workforce [1]. Government officials suggest that anincrease in the number of STEM professionals and innovations is important for meeting risingsocial, economic, and environmental concerns across the country [2], [3]. One approach forSTEM workforce development is the launch of STEM entrepreneurship education programming.STEM entrepreneurial education programs (EEPs) promote and support university faculty,students and administrators in their transformation of STEM research into marketable products[4]–[8]. Since their emergence in the late 20th century, STEM EEPs have
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
racial identities and exclusionary practices in STEM collectively play a role in the disparity concerning persistence and retention of students of color in their major. By not interrogating their biases and viewpoints on student success and the ways institutional and departmental culture can inhibit the academic persistence of students of color, faculty cannot make significant strides toward changing their curriculum and classroom environment to be inclusive and equitable (see [22]-[23] for examples of these points). Professional development opportunities that have pushed STEM faculty to interrogate their biases have been found to be effective in intentionally addressing the learning barriers students of color
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
faculty were ready to implement any new equity-focused practices and initiatives.Namely, we considered using the items that considered tasks demands, resource perceptions,change efficacy, change valence, and change commitment. In order to be mindful of length andcontext, we chose to only keep the change commitment, change efficacy, and resource 5perceptions items and edited them down appropriately. We initially provided the followingprompt: Next, we would like to gauge you and your graduate program’s readiness for equity-focused change. In this context, equity-focused change refers to a range of initiatives that all have the intended goal of
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
[3]. This previous work focuses on the how-to parts ofconvening the task force, determining goals, and describing challenges. In this paper, we focuson two specific efforts within the DEI Task Force: a DEI Scholars Program, and a DEI ElectiveOption which is an outcome of the DEI Scholars Program.The DEI Task Force regularly convenes to tackle immediately pressing DEI issues within thedepartment and to develop a longer-term plan for improvement and change for all mattersrelating to DEI [website link]. Every semester the makeup of the DEI Task Force changes as newDEI Scholars join, others graduate, and faculty and staff are added. This evolution of the TaskForce itself has led to an evolution of the type of projects we address and also the way
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- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan
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- Diversity
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- Culture & Social Justice in Education, Equity
Tandem to better detect inequitable experiences and tobetter support students and faculty, with the dual goals of improving student team experiences inthe specific team context using Tandem as well as assisting students in forming strategies to pushback against inequities, which they might use in this specific context but also that they cantransfer to new contexts.Ethical issues in the design of this EdTechThere are a number of important ethical issues that we have grappled with, and continue to, inthe design of this tool.(In)equitable assessment. Often, when educational technology is viewed through an equity lens,the goal is in modifying an assessment so that it does not yield systemic differences by identitygroups such as gender and race. In
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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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- Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
additional campuses:Villanova University, Drexel University, and Gallaudet University. While all of these sites areprivate universities, they each offer distinct contexts and circumstances.The LTM Project builds on two past NSF ADVANCE funded efforts at RIT going back fifteenyears. In 2008, RIT received an NSF ADVANCE Institutional Transformation Catalyst award,Establishing the Foundation for Future Organizational Reform at RIT (#0811076), orEFFORT@RIT which identified career advancement barriers for RIT women faculty andestablished how well the university addressed issues in the recruitment, retention, andadvancement of women faculty. Results of a faculty climate survey [1] conducted as part of theproject, in conjunction with objective data review
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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- Culture & Social Justice in Education Division (EQUITY), Equity
“...engage the discipline of engineering educationin a difficult but needed conversation about repairing the harm experienced by Black Americansas they study and practice engineering.”[3] To address the issue of anti-blackness in engineeringeducation, as highlighted by the author’s position, it is necessary to consciously center this con-cern across all extant and new systems and programs. This approach is necessary to mitigate thedamage caused by discriminatory systems that have impacted Black Americans in engineering ed-ucation, who presently have fewer options than the majority group, White males. At the same time,the widely shared goal of inclusion in existing institutions and epistemics of engineering withoutcritical reflection on those
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
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- 2023 ASEE Annual Conference & Exposition
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- Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
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- Culture & Social Justice in Education Division (EQUITY), Equity
the city, although notmuch about the locations or approximate number. Thus, they perceived having charging stationsinstalled in their neighborhood as beneficial if they eliminate the need to drive to a station and EVrange anxiety.As per ERWs, this community had never heard about the technology. Their perception waspositive, yet, they expressed concerns about ERWs construction and maintenance that may causetraffic issues and the effects on their community’s power supply. Table 1. Overview of Selected Communities Community Group Education Annual Technology Neighborhood Age Level Household Perception
- 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
of socialjustice concerns in organ transplantation. This work will be based on two primary domainsrelevant to science teaching and learning: socioscientific issues and the scaffolded knowledgeintegration framework.Socioscientific issuesA growing segment of educational practitioners have amplified research focused on expandinglearners’ sociopolitical consciousness in relation to the material they are learning within theirscience classes [1], [2]. As a consequence, socioscientific issues have become a focal point forresearch attention by experts in argumentation, ethics, and science education more broadly; anunsurprising development given the area’s potential to not only improve the conceptualunderstanding but also transform learners
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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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
applicationexploration/storytelling.Conclusion: Through the use of examples, personal interactions, and application or classroomcontext-based anecdotes, faculty are already creating authentic microcosms of inclusiveclassrooms and are struggling to articulate how they do it to administrators and ABET. Wesuggest these resultant methods be used to create microinsertions of ethics and social impacts asone strategy for minimizing the technical/social dualism present in most curriculum [6], [7]which we hope will prove a rigorous strategy for the eventual full integration of sociotechnicalapproaches to problem solving in engineering education.IntroductionThere is a lack of consistency concerning integrating social impacts fully into technical lessons,modules, courses
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
compensating people who own homes or whatever, you're still really displacing a lot of renters, which is who lives next to freeways already.The community members’ concerns underscored that, from their perspective, people had beenrepeatedly “crapping all over us,” and the installation new EV infrastructures must not follow inthat trend. In their view, the installation of new infrastructures was more than an issue of meetingtechnical specifications for safety, and even more than an issue of improving air quality andchildren’s health. Instead, new infrastructures were issues of justice that were contextualizedwithin larger histories of injustices that manifested themselves in numerous ways. Electricvehicles were not just about cleaning the air
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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
place and must bedocumented in the larger body of knowledge around creating inclusive spaces in engineeringeducation. The authors believe dissemination of these strategies may create a cornerstone fromwhich to build praxis and make it easier for faculty to engage students while satisfyingaccreditation metrics. The strategies identified in previous efforts are: 1) modeling the limits ofexpertise, 2) positioning humans over technology, and 3) application exploration/storytelling arerhetorical tools that can strategically be used to increase inclusivity in classrooms. The authorsshow in this paper more strategies that may be used to positively impact student perception oftechnical courses as culturally separate from social issues [7] and position
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- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Katherine Robert, Colorado School of Mines; Jessica Deters, University of Nebraska - Lincoln; Jon A. Leydens, Colorado School of Mines
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- Culture & Social Justice in Education Division (EQUITY), Equity
school policies reinforce the practice of students comparingthemselves to their peers who seem to struggle less and get better grades. Additionally, theperformance of rigor means that students feel that they cannot take time off, which affects theirmental and physical health. During data collection, Esperanza repeatedly voiced concern in herinterviews, journal entries, and poetry that any time she took to recover from the trauma from apeer’s suicide attempt meant she would fall behind and/or not be taken seriously by her peers orprofessors (Robert & Leydens, 2023). As all three participants discovered that they wereneurodivergent through the study, it became clearer that other issues, like physical disabilitiesand mental health impacts, were
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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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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Instead, through this qualitative thematicanalysis, we attend to the different ways students take up and respond to social, political, andeconomic dimensions that have to do with the environment.How do students take up notions of environmental racism in an engineering computingcourse?IntroductionIn engineering education, environmental issues are often discussed without an understanding ofenvironmental racism and environmental justice. Engineering programs are adapting to theincreasing concerns about the environment–from cluster hires regarding climate change andsustainability to an increased number of engineering classes within these disciplines. However,while the added attention to environmental concerns is welcome, they do not always
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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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- Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
realizing these multicultural dimensions, we are also urging faculty to bring a criticalconsciousness and a pedagogy of hope into the classroom to better achieve this goal. Below weoutline these approaches and their relationship to these critical dimensions of multiculturaleducation.Growing a Critical Conscience One pathway toward a multicultural and inclusive classroom climate comes through whatFreire [15] describes as conscientizacao or critical consciousness. Freire defines criticalconsciousness as “the process of developing knowledge and “personal concern” for social justiceleading to action” [5, p. 276]. Through critical awareness, individuals expand their ability torebuff the instruction of others and progress toward dissembling the
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
paused in Summer 2022because the majority of JEDIs took a break during this time for internships. The project resumedin Fall 2022, at which time Tinoco joined as well. The group hosted more STEM field day eventsat local elementary schools throughout the 2022-2023 year.6.4.2. LGBTQ+ Student Experiences Research StudyDuring the reflection components of training, Garcia discussed feeling like they needed to hidetheir queer identity in engineering contexts because they were concerned about how their peersand professors might react if they knew they were bisexual and non-binary. These reflectionsmotivated them to study the experiences of other LGBTQ+ engineering students at FIU becausethey wanted to gain an understanding of the issues other members
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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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- Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut
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- Culture & Social Justice in Education Division (EQUITY), Equity
students the opportunity to altertheir perceptions of climate change (NAS, 2017).ENGINEERING FOR HUMAN RIGHTS The College of Engineering at the University of Connecticut launched a new major inMultidisciplinary Engineering (MDE) and has developed corresponding human rights andsustainability required courses, including “ENGR/HRTS 2300: Engineering for Human Rights.”This 3-credit seminar enrolls undergraduate students interested in the broader socialimplications of engineering and technology. The faculty who designed and teach this coursedefine engineering for human rights as “a paradigm that draws on a universal set of principlesto shape individual ethical obligations and the norms of the profession to mitigate risk, enhanceaccess to the