Displaying results 1 - 30 of 48 in total
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Theory Examples - visual cuing Figure 2. Class Structure for Tier-one and HSI InstitutionsII.2 Pedagogy at Tier-one InstitutionThe pedagogical approach implemented at the tier-one institution 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. At times, various physical models were taken to class to further illustrate specific details of real-world applications such as geometric configurations or different types of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
collaborativeeffort between LinkedIn and the World Bank examined 50,000 skill categories covering 100countries across 148 industries. They defined the following four categories of digital skills [12],[13]: • Basic technical skills: Digital literacy skills to access and use email and basic applications (e.g., Microsoft Office). • Applied technical skills: Skills that require using enterprise software and platforms to improve job efficiency and performance) • Software & hardware technical skills: Skills related to building software and hardware • Disruptive technical skills: Skills required for designing and developing advanced technologies (i.e., artificial intelligence and robotics).Others have expanded the list of
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tomeka Carroll, University of Virginia; Diana Marcela Franco Duran, University of Virginia; Lindsay Ivey Burden
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
lack of content around real world application and historical context leavestudents desiring true integration. Being as though civil engineering has not offered integration,students expand their options to opportunities to the larger engineering department. There havebeen several instances of integration into engineering education beyond a stand alone ethicsclass, within the curriculum itself, through co-curricular activities, and through self-selection.CurriculumUniversities such as Carnegie Mellon University took more of a direct approach. The Civil andEnvironmental Engineering (CEE) Department incorporated Diversity, Equity and Inclusionprinciples in the curricula. The support from the DEI Committee at Carnegie Mellon, helpedfacilitate the
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
withdesigning a road that would connect two points on a topographic map. The road would include abridge that would pass over a river at a site of the students’ choice. This allowed for diversedesigns as the bridge dimensions would change depending on where the students chose to buildthe road. In addition to applying simple mechanics concepts to design the bridge, students wererequired to implement analytical skills from their probability and statistics, and transportationprinciples courses to complete a wholistic design. Models of the bridges were then built andtested. This project provided students the opportunity to see the connection between their coursesand real-world applications. Students were able to realize that courses do not work in silos
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
and spring 2022 ratings related to growth mindset were approximatelyequal. Figure 1: Growth Mindset (Pre, All) Figure 2: Growth Mindset (Post, All)Next, the mean rating values for the MAPS questions related to the real-world applications ofCalculus I remained approximately the same when comparing the pre and post-ratings across allcourse offerings. The interquartile range of response ratings remained consistent for fall 2020and fall 2021, and increased for spring 2022. Based on the mean ratings in this MAPS category,students appeared to perceive Calculus I to have fewer real-world applications during fall 2020in comparison to fall 2021 and spring 2022. The mean fall 2021 and spring 2022 MAPS ratingsrelated to real-world were
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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
modulesthat integrated social responsibility and consideration for social context into the development oftechnical skills in one section of an electrical circuits course. These modules included a mixtureof homework, guest lectures, and student discussions and presentations. Through these modules,students considered the origins of materials, products developed, and lifecycle of productsrelevant to electrical engineering, specifically through examining conflict minerals used incapacitors, solar power design for use in developing nations, and the recycling of electronics.Survey and interview data collected from students indicated that students felt like the moduleswere providing real-world application of what they were learning and that the content
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
rigorousdiscipline focusing heavily on math and science [4], [5], [6]. Due to these attitudes, students andlab instructors tend to focus more on technical knowledge rather than communication skills inlabs. Another study found that the written engineering documents seldom contained socio-cultural features of engineering and the trade-offs between productivity and safety or health of anoperator [7]. This type of neutral and objective text couldn’t reflect the complexity and human-related real-world engineering problems [7]. In this study, we want to model engineeringthinking to increase students’ awareness of rhetorically-focused writing in ME labs. Manyengineering programs have writing-intensive lab courses designed to simultaneously improveengineering
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
environment should build trust, empathy and rapport with students to create asupportive and inclusive classroom culture. Some earlier studies has focused on the role ofpsychological safety and psychological empowerment in improving students’ creativity inproject-based learning from the perspective of student empowerment. Based on self-determination theory [24], there is a positive correlation between psychological safety andcreativity, and psychological empowerment plays an intermediary role in the relationshipbetween them [25].In the SDG-based socio-technical project, post-reflection results indicated that students weresuccessfully able to employ their engineering skills to applications in social, cultural, and real-world contexts, which are factors
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 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
knowledge and skills to solve problems, fostering a sense of accomplishment and motivation. 2. Formative Assessment: Implementing formative assessment strategies allows educators and researchers to identify and appreciate individual progress and growth. Recognizing and acknowledging improvements can further motivate students to continue learning and developing their skills. 3. Contextualizing Engineering Concepts: Relating engineering concepts to real-world applications and contexts that align with students' backgrounds can make the material more accessible and engaging. This approach helps students see the relevance of their assets in engineering practice.The ROLE program has been developed with empowering
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
themselves as learnerswith agency and a right to participate in engineering education spaces [14].The authors pay special attention to specific examples that educators can use immediately tothoughtfully incorporate social impacts into their engineering classrooms since, “...increasedattention to “real-world” applications of engineering knowledge [is a potential] way of buildingcompetence in both engineering technical skills and engineering ethics” [18] which is onevariation of the way social impacts may be integrated into technical coursework. Upholding thesocial issues as tantamount to technical rigor, the culture of disengagement inflicted uponstudents in undergraduate engineering education spaces [13] may stagnate or be reversed. Theserhetorical
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sara E. Lego, Pennsylvania State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
courses to both mirror a real-life industry setting and focuson concept application vs. theory, goals of the DEI module development were as follows: • Goal 1: Introduce students to DEI issues and the myriad ways in which they can manifest in the workplace, including microaggressions, macroaggressions/microassaults, microinvalidations, implicit bias, institutional bias, and stereotypes • Goal 2: Present concrete actions and steps that students can take in their teams and workplaces to create an equitable and inclusive climate, as well as advocate for themselves and their peers • Goal 3: Reflect realistic workplace climates that may include both subtle and overt exclusionary and bias cues. In representing
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
“Strongly Agree” response. I know how to make connections with (A) I can communicate engineering (B) what I learn in class and the real- solutions in econmic terms world engineering problems Post HMG Post HMG Pre HMG Pre HMG Post NHMG Post NHMG Pre NHMG Pre NHMG 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%Figure 1: The results of Question 1 (A) and Question 2 (B) from
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Mayari I. Serrano, Purdue University, West Lafayette ; Natalia M. Rodriguez; Daniel Guberman; Jacqueline Callihan Linnes, Purdue University, West Lafayette
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
lack ofequity, trying to understand others’ perspectives, applying knowledge, considering the culturalbackground, contributing towards improving equity, and being sincere when discussing equityissues with others. On the post-test, 75% of the students focused on class activities experienced inthe Engineering Health Equity course, such as listening to guest speakers, group / individualactivities, and reflections.DiscussionThe qualitative analysis showed that class content, volunteering opportunities, and the applicationof skills to address real-world problems are experiences that foster global learning factors. Theseresults align with Bielefeldt and Canney (2016) findings which stated that volunteeringopportunities and courses were a driving
Literature Survey of How Students with Visual Impairments Interact with Engineering Course Materials
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
National Federation of the Blind (NFB) defines a person to be blind "if their sight is badenough--even with corrective lenses--that they must use alternative methods to engage in anyactivity that people with normal vision would do using their eyes" [1]. While the NFB recognizesthat a generally accepted definition for "visually impaired," "low vision," or "vision loss" doesnot exist, the fact remains that people with any level of blindness/visual impairments (BVI) musthave a fair opportunity to understand the world with which they interact. This is especially truefor students with BVI given their need to interact with educational course materials that are ofteninaccessible. Students with BVI face a difficult path in education, where lack of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the lab and going to our work area. And this is the whole of the canoe which concrete gets placed on. And then that's how the canoe is created. So, I think this glimpse made me feel like an engineer because throughout my college career so far, most of our work has been just very ... Like writing, you don't actually get to see real-world applications.”Under theme 2, students described spaces where they were able to get together with other students tosocialize and plan outside of the classroom setting such as crafting projects, club meetings, and potlucks.One University B student described her crafting project, Figure 4: Cider made by RedShirt student to unwind after a test. “I was like in a quiz
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University
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- Culture & Social Justice in Education Division (EQUITY), Equity
on assignments, they apply critical and practical thinking skills to address multi-dimensional problems. During the application process, there is no singular strategy to address social inequity in engineering, hence the need for multiple approaches [15]. Showcasing case studies in the classroom may serve as a source of inspiration and ideas, and as a reminder that engineers can actively contribute to social justice, as well as social injustice. Martina and Beseb found that “bringing real- world problems into the classroom can serve as a vehicle to engage students about the ever-present importance of social justice and potentially change mindsets.” [16]. ● Integration – happens when students are informed, when
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Good Neighbor Environmental Board (GNEB) that advises the President and Congress of the United States on good neighbor practices along the U.S. border with Mexico. Dr. Santiago’s history of service started in Puerto Rico as Director of the Water Quality Area of the PR Environmental Quality Board, in charge of Compliance, Permit, and Planning Bureau, that included Industrial and Non-Industrial permits, Leaking Underground Storage Tanks (LUSTs), and watershed restoration activities. As Director, she implemented the first Beach Monitoring program in coordination with the PR Tourism Office and the Blue Flag pro- gram (A world renowned eco-label) and implemented the first Total Maximum Daily Load Program in PR
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
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- Diversity
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- Culture & Social Justice in Education, Equity
Assistant Professor in the Human-Centered Engineering Program at Boston Col- lege. She received her PhD in Engineering Education and MS in Aerospace Engineering from Purdue University, and BE in Aeronautical Engineering from Punjab Engineering College. Her scholarship is motivated by the fundamental question of how engineering and technology can support people in living well in an increasingly engineered world. Her research focuses on affordances of technology, humanis- tic design, and engineering epistemology to promote purpose and connection in engineering education. In her work, she partners with students and educators (middle school to undergraduate), youth and their families, community organizations, artisans
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
generate a moreinclusive classroom [6].The term STEM was first used in 1990 by the National Science Foundations in the United Statesas an acronym for policies, projects, and programs in the disciplines of Science, Technology,Engineering, and Mathematics (STEM). STEM programs and projects have been developed forprivileged populations that have had access to the best schools and universities in the world, sotheir benefits for vulnerable populations such as migrants and refugees have not been studied.However, STEM Education presents barriers and myths that discourage the interest of children andadolescents in these disciplines [7]. This context makes necessary an educational intervention atearly ages so that children become interested in STEM
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
my community and network. Despite discouraging comments, my determination to carve a unique and appealing path in K-12 settings was unwavering." Sreyoshi Bhaduri: "It is the 21st century and it is essential that we think beyond binaries, broadening the definitions of what constitutes typical or expected. My career in the tech industry is a testament to the versatile application of academic skills in real-world settings." Katie Nelson: "Capital One's 'Tech College' represented a convergence of my expertise and the opportunity to impact learning in the corporate sector, illustrating the richness of paths available beyond academia." Lauren Quigley: "Despite institutional barriers, my transition to system-level STEM education
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 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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- Diversity
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- Culture & Social Justice in Education, Equity
basics of production-scale reactors, heat exchangers, pumps, turbines, andmore, students get a glimpse of “real-world” chemical engineering applications. Students are givenin-class example problems as well as homework assignments and a semester-long project whichassess their ability to navigate Aspen Plus software and think critically about how the parametersof different unit operations (reactor temperature, pump discharge pressure, column stages, etc.)will impact a chemical engineering process. Deliverables gradually increase in complexity fromthose containing a single input and a single unit operation to those containing multiple inletstreams, multiple operations, recycle loops, process optimization solvers, and more. “Lectures”took place in a
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
face, the studentsfared better due to lowered expectations and or increase preparedness [22]. This is one way toarticulate authentically the complexity of real-world problem-solving settings that can be used inthe classroom to enhance student experience. It has been shown beyond engineering fields thataccommodations and universal design principles utilized for an underserved population benefiteveryone [23]. It follows that efforts addressing the evolving ABET requirements will createa more robust link between engineering education and practice and improve experiencesfor all students. While this underpins our reasoning for looking at accommodations, universaldesign, and authentic articulation of the complexities of engineering practice, it
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
participant to reflect on their learning expectations, challenges they may perceive, and theirhopes for positively impacting the world. In teams or as a think-pair-share activity, haveparticipants address each of the following hesitancies: - Coverage of course topics. “I have so much material to cover; I don’t have time to focus on justice issues, too.” - Skills/Expertise. “I don’t have the necessary skills or knowledge to talk about justice issues. / I’d rather avoid it altogether than do it wrong.” - Ideas of Rigorous content. “Learning [my discipline] the real world is challenging. Justice issues take the focus off the challenging course content that is already present.” - Concerns about “ideological discrimination
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego
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- Diversity
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- Culture & Social Justice in Education, Equity
deficit-oriented attitudes toward homelessness.Due to the increased authenticity of a real-world context and increased student choice and voice[2, 20], we expected students from the spring semester to be more attuned to issues regardinghomelessness due to their own sustained inquiry within their topic of interest – however, thiswas not the case. This lack of change may be due to two confounding factors. First, recall thatSpring 2020 was the semester in which many institutions of higher education moved toEmergency Remote Teaching mid-way through the semester due to the global pandemic [21],our university included. Completing the second half of the semester online during the pandemic,which included the entirety of the final project, may have
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. • Strategically embed role models within the instructional framework to enrich student understanding and motivation in course topics. • Enable students to identify, analyze, and articulate issues pertaining to anti-racism, inclusivity, diversity, and equity within the context of database topics.By actively engaging with the course material, students will explore the nuances of ARIEprinciples and their application in engineering domains. Moreover, the integration of role modelswill motivate students by providing concrete instances of how these concepts come to life inreal-world situations.As the final step in their learning process, students will develop ARIE-related research projectstailored to the subject matter. This could involve
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
. Actually Meet ______ Would Like to Meet ______ Q34: Over Zoom/Teams: a. Actually Meet ______ Would Like to Meet ______ Q35: Other (please specify): a. Actually Meet ______ Would Like to Meet ______ Q36: The time spent with my research professor/mentor is well used. [Yes/Depends/No]Q37-45. During your most recent research experience, HOW OFTEN did you: 1 = None 2 = A Little 3 = Some 4 = A Fair Amount 5 = A Great Deal 6 = Not Applicable Q37: Engage in real-world science and engineering research Q38: Feel like a scientist or engineer Q39: Think
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
4 4.5 Mean Figure 4. Factors hindering students’ motivationFinally, an open-ended question in the survey asked students to suggest ways in which theacademic institution could enhance their motivation. The recorded responses highlighted severalapproaches that could enhance students’ motivation, including: (a) fostering good professors andimplementing engaging, interactive, and motivational teaching methods, incorporating hands-onexperience, on-the-job training, problem-based learning, and real-world examples for effectivelearning; (b) continuous monitoring to ensure that professors and course content contribute tostudents’ learning and
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41408How to Develop a Culture of Coding for the Future: A Case Study of themegaGEMS Coding AcademyGeorge Zaccheus Sikazwe, University of the Incarnate Word George Z. Sikazwe is an undergraduate electrical engineering student at the University of the Incarnate Word in San Antonio, Texas. Mr. Sikazwe is passionate about applying engineered solutions to real-world problems. As a student research assistant in the Autonomous Vehicle Systems Research Laboratories his focus is in computational intelligence, specifically applications of deep learning onto hardware. For the GEMS (Girls in Engineering, Math, and Science
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
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- Culture & Social Justice in Education Division (EQUITY), Equity
decide one oneach side to demolish to construct thebridge. In creating the zones, carefulattention was given to crafting thebackground of each zone in order totackle real-world issues at anage-appropriate level while additionallybeing cautious not to cause uncomfortable feelings for the youth. The zones were created to giveenough context to allow youth to reflect on their personal experiences and knowledge of harmreduction and avoid explicitly triggering language. Overall, the six zones more broadly tackleissues of gentrification, urbanization, lack of green spaces, displacement of communities, anddisruption of animal habitats. The author of the zones pulled ideas from their own experiencegrowing up in Springfield, Massachusetts, to help craft
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
discussed real-world examples of of tech, such bias and explored how hiring technology can be improved to process, minimize negative effects. etc. Groups of 3-4 students were assigned Case a different part of a case study studies/ regarding inequities in academia. The Examples four sections were: entrance to (provided) college, entrance to graduate school, 7 on impact 3 4-6 post-doc/faculty hiring, and the