Displaying results 1 - 30 of 176 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
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Paper ID #39187Work In Progress: Evaluating the Cultural Context of Engineering andEngineering-Related Concept Inventory Assessment ItemsShauna N. Adams, Purdue University, West Lafayette Shauna is currently a PhD student in Engineering Education at Purdue University. She previously worked for 10 years as a Systems Surety Engineer and 15 years as a coordinator/advisor of various pre-college en- gineering programs. Shauna earned her BS in Mechanical Engineering from North Carolina Agricultural and Technical State University and her MS in Mechanical Engineering from The Ohio State University. Her research interest includes
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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Paper ID #43264Social and environmental justice in the STEM classroom: How do STEMinstructors relate to the impact of their engineering work before and after acritical pedagogy intervention?Jorge Andr´es Cristancho, Purdue Engineering Education Jorge A. Cristancho studied Electronic and Computer Engineering and using bioinspired methods, he received a master’s in Electronic Engineering and Computers on Control and Automation at Los Andes University. Curious about teaching, he formally started as a teaching assistant in 2011 and continued as a teacher at three different universities in Colombia. He is a second-year Ph.D. in
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University
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scaffolded learning experiences related to anti-racism, inclusion, andequity (ARIE) for undergraduate students in an information technology program. This redesignis essential for equipping students with ARIE skills in engineering disciplines, as highlighted bythe Joint Statement issued by the American Society for Engineering Education and the EuropeanSociety for Engineering Education [1]. These skills are vital for fostering a more diverse andinclusive environment within the field of technology, enhancing students' ability to navigate andcontribute to diverse workplaces, and promoting social responsibility and ethical leadership. Wepropose a synergistic redesign that integrates ARIE topics with the influence of role modelswithin the course framework
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38539DEIB in Engineering Teaching programs in the USDr. John L. Irwin, Michigan Technological University As Professor for Mechanical Engineering Technology at Michigan Technological University, Dr. Irwin teaches courses in Product Design & Development, Parametric Modeling, and Senior Design. Research interests include STEM education in Manufacturing and CAD/CAM/CAE technical areas.Prof. Martin E. Gordon DFE P.E., Rochester Institute of Technology Martin E. Gordon, PE, DFE is Professor and Director of External Academic Relations in the College of Engineering Technology at the Rochester Institute of Technology
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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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Lafayette2 Department of Industrial, Manufacturing and Systems Engineering, University of Texas at ElPaso3 Department of Industrial, Manufacturing and Systems Engineering, University of Texas at ElPaso4 Higher Education and Student Affairs Program, College of Education, University of Iowa*Corresponding Author: Dr. Emily Blosser, Email: emily.blosser@louisiana.eduIntroductionColleges of engineering face difficulties in recruiting and retaining undergraduate students fromunderrepresented minority groups, despite a professed commitment to having a diverse studentbody. Although numerous programs and efforts to enhance diversity in engineering educationexist, they have not led to substantial gains in the participation of students from
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
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is passionate about understanding and dismantling the systems in engineering that marginalize students.Elisa Koolman, University of Texas at Austin Elisa is a Ph. D. student at the University of Texas at Austin. They are currently researching interactions in makerspaces, efficacy of a teaching software in an engineering design course, and disability in STEM. Elisa is passionate about continuing efforts to increase diversity, equity, and inclusion in STEM. ©American Society for Engineering Education, 2024 Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program The purpose of this work in progress paper is to share preliminary results and lessonslearned from a pilot scale
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
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Paper ID #41618A Liberatory Co-Curricular Program for Engineering Students: InvestigatingImpacts and Limitations Through Alumni PerspectivesBailey Bond-Trittipo, Florida International University Bailey Bond-Trittipo is an engineering and computing education Ph.D. candidate within the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University. Her research interests center on employing critical theoretical frameworks and qualitative methodologies to study liberatory pedagogies in engineering education and undergraduate engineering students’ participation in
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Bahar Memarian, University at Buffalo, The State University of New York
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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
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
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- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
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Paper ID #36943Teamwork Perception in Engineering Programs through the Lens of Genderand RaceDr. Raheleh Miralami, Mississippi State UniversityDr. Saeed Rokooei, Mississippi State University Saeed Rokooei is an assistant professor in the Building Construction Science program at Mississippi State University. His professional responsibilities include project planning and management as well as architectural design practice in private and public construction and engineering firms. He has taught in architecture and construction programs since 2006. Dr. Rokooei’s primary research interests include simulation and serious games
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jacqueline Handley, University of Michigan
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- Diversity
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- Culture & Social Justice in Education, Equity
work qualitatively examines how youth narrate their engineering selves, and how they come to know and do engineering design. Her work sits predominately in ”everyday” and informal spaces, though she has designed engineering design curricula for formal high school settings. Situating this work socioculturally, she aims to challenge the exclusionary history of engineering and reimagine engineering spaces truly as inclusive and diverse. American c Society for Engineering Education, 2021 Burning bridges: Considerations from a structure-agency perspective for developing inclusive pre-college engineering programming (Work-in
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- 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
Paper ID #41970DEI Task Force Accomplishments: The DEI Scholars Program and its DEIElective OptionDr. Dustyn Roberts, University of Pennsylvania Dustyn Roberts is a Practice Associate Professor at the University of Pennsylvania. She received her BS in Mechanical and Biomedical Engineering from Carnegie Mellon University, her MS in Biomechanics & Movement Science from the University of Delaware, and her PhD in Mechanical Engineering from New York University.William Schlatterer, University of PennsylvaniaSeon Woo Lee, University of PennsylvaniaMr. Jonathan Singleton, University of Pennsylvania Jonathan Singleton is the
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37423Intersectionality Between Race and Gender in LSAMP-NSF STEM ProgramMentorshipMs. Jennifer Ackerman, Texas A&M University I am a third year PhD student at Texas A&M University in College Station, and am a first-generation, queer, female student from New York. I am in the higher education administration program and my research interests include engineering education for underrepresented students, especially women in the field. I am interested in how their mental health is affected by being an outsider in and out of the classroom.Am´ rica Soto-Arzat, Texas A&M University e The second author is
- Conference Session
- Institutional inclusion: Advancing equity and belongingness in engineering education
- Collection
- 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
Education. Stanford: Stanford University Press, 2020. Appendix - Survey for Readiness for Equity-focused ChangeSURVEY OVERVIEWThe PROTEGE Collective is a center created to transform engineering graduate educationthrough organizational change. To adequately address equity-related issues in the Virginia TechCollege of Engineering, we must first understand current department cultures and perspectiveson equity-minded initiatives. The purpose of this survey is to gather this information fromgraduate program faculty/staff members.ROLE AT VTTo begin, we would like to ask some questions about your role at Virginia Tech. Results fromthis questionnaire will be reported in the aggregate and shared with department leadership andcollege
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- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Lynn Miles, University at Buffalo, The State University of New York; 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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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 in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Qualla earned her PhD in Engineering Education at Virginia Tech in Blacksburg, Virginia. She received her Bachelors of Science and Masters of Science in Biosystems Engineering at Oklahoma State University in Stillwater, Oklahoma. She currently lives and works on the present and ancestral Homeland and unceded territory of the Wiyot Tribe in Humboldt County, California. ©American Society for Engineering Education, 2024 Title: WIP: ᎯᎠ ᎤᏕᎶᏆᎥ “This is What We Learned”: Sharing the Stories & Experiences of Indigenous-Centered, Engineering & Community Practice Graduate Program at Cal Poly HumboldtAbstract: The purpose of this WIP research paper is to describe a new research
- 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
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
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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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- Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37115Piloting a Socio-Culturally Responsive Peer-Mentoring Program to PromoteHLX+ Students’ Sense of Belonging in Engineering Education: LessonsLearned from Year 1Dr. Cole Hatfield Joslyn, Northern Arizona University Cole Joslyn is an Assistant Professor in the Department of Mechanical Engineering at Northern Arizona University and director of THE Education Lab: To Humanize Engineering Education which emphasizes promoting student growth/development in multiple dimensions, integrating inclusive and emancipatory pedagogy/teaching practices, and reconciling the social and technical nature of engineering. His current
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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
Paper ID #37088A Critical Examination of ASEE’s Diversity Recognition Program toPromote Changed Practices at PostSecondary InstitutionsProf. Amy Slaton, Drexel University Amy E. Slaton is a Professor of History at Drexel University. She writes on issues of identity in STEM education and labor, and is the author of Race, Rigor and Selectivity in U.S. Engineering: The History of an Occupational Color Line .Mrs. Kayla R. Maxey, Purdue University, West Lafayette Kayla is a doctoral student in the School of Engineering Education at Purdue University. Her research interest includes the influence of informal engineering learning
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
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- Culture & Social Justice in Education Division (EQUITY), Equity
focused on developing higher reliability Technical Language Models (TLMs) which are essentially knowledge-graph backed LLMs that can pinpoint where information was drawn from within a complex information environment. He also works toward improving CS education, broadening participation in computing, and incorporating ethics into CS education.Christopher Isaac Fulton ©American Society for Engineering Education, 2024 An Experience Report on Reducing Barriers by Removing Prerequisites for a CS 1 Introductory Programming Course Udayan Das† Chris Fulton Mathematics and Computer Science School of Continuing and Professional
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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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- Culture & Social Justice in Education Division (EQUITY), Equity
Jersey Institute of Technology Prateek Shekhar is an Assistant Professor - Engineering Education division at New Jersey Institute of Technology. His research is focused on examining translation of engineering education research in prac- tice, assessment and evaluation of dissemination initiatives and educational programs in engineering dis- ciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communica- tion Engineering from India.Jacqueline Handley, University of Michigan Jacqueline Handley is a graduate student at the University of Michigan, in Science Education. Her back
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- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University
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Tennessee Board of Regents StudentEngagement, Retention, and Success grant. Its implementation during the Fall 2019 and Spring2020 academic year was featured as a student engagement and retention initiative at TennesseeTech. Leading partners in this program included the College of Engineering, Department ofChemical Engineering, College of Education, Department of Curriculum and Instruction, and theOakley STEM Center. Through the STEM FHF Program, the major concern that the programaimed to address was the engagement and retention of traditionally marginalized studentpopulations in STEM and STEM-related majors through the development of two communityoutreach projects that leveraged the Foundry model to help with planning and implementation.To
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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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- Noelle K Comolli, Villanova University; David Jamison, Villanova University
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- Culture & Social Justice in Education Division (EQUITY), Equity
mechanics of materials. Dr. Jamison is also the director of the Villanova chapter of the Grand Challenge Scholars Program. He is actively involved in several professional societies including serving as a member of the Board of Directors for the Biomedical Engineering Society (BMES) and founding Secretary of the National Society of Black Engineers’ (NSBE) Healthcare Innovation Special Interest Group. Dr. Jamison earned his Ph.D. in Biomedical Engineering from Drexel University. ©American Society for Engineering Education, 2024Race, Justice and Engineering Design: A pilot freshman engineering course.AbstractThe purpose of this practices paper is to share the process, experiences, and outcomes ofredesigning
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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
Paper ID #38717Mixed in Engineering: Introducing Critical Multiracial Theory toEngineering Education ResearchMs. Michelle Choi Ausman, Virginia Tech Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relation- ships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and
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- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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and Outreach STEM Education graduate student at Tufts University ©American Society for Engineering Education, 2024 1 Context Matters: Characterizing First-Year Engineering Students’ Shifting Perspectives when Reflecting on Different Sociotechnical and Justice TopicsIntroductionThis practice paper relates to the overall mission of ECSJ, specifically transformative learningtoward action. For well over a decade, there have been numerous critiques of the social/technicaldualism present in engineering education and calls to disrupt it [1]. Researchers have varyingmotivations
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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- Culture & Social Justice in Education Division (EQUITY), Equity
Mechanical Engineering from Bahonar University in Iran.Dr. Sreyoshi Bhaduri, ThatStatsGirl Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. She employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce. Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.), from Virginia Tech. She earned her Bachelors degree in Mechatronics Engineering from Manipal University in India. Sreyoshi has been recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, a Diversity scholar, and was inducted in the
- Conference Session
- 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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Engineering: Learning Identity, Gender, and Power via Engineering Practice by K. L. Tonso," Science, Technology, & Human Values , vol. 34, no. 1, pp. 130-133, 2009.[25 B. Capobianco, "Undergraduate Women Engineering Their Professional Identities," Journal of Women and Minorities in Science and Engineering, vol. 12, no. 2-3, pp. 95-117, 2006. 12[26] P. McClure and A. Rodriguez, "Factors related to advanced course-taking patterns, persistence in science technology engineering and mathematics, and the role of out-of-school time programs: A literature review," The Coalition for Science After School , New York, 2007.[27] M. C. LOUI
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- 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
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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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, development processes. ENGR 494 Engineering and Health). Facilitating engineering capstone projects Sponsored 10 social and environmentalCapstone that develop and implement a proposed justice-related capstone design projectsDesign design solution to an identified socio- across engineering and computer scienceProjects technical challenge. (2019-current). Supporting students in conducting research Supporting 2 students in research that willResearch related to the ExSJ mission through lay the foundation for upcoming ExSJ independent study credits and summer
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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Paper ID #39932Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsKenya Z Mejia, University of Washington Kenya Z. Mejia is a PhD Candidate at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Hailee Kenney, University of WashingtonTiffany Dewitt, University of WashingtonDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the
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- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette
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’ funds of knowledge related to their students’ confidence in theirengineering performance, classroom belonging, and in graduating with an engineering degree.Samuelson & Litzler [18] utilized the concept of community cultural wealth, based on the workof Tara J. Yosso [19], which uses an asset-based approach to understand minoritized studentpersistence by examining different types of capital developed by students in their families andcommunities. Martin and Newton [20] combined the concepts of funds of knowledge andcommunity cultural wealth to connect together multiple forms of capital and wealth presentamong recent underrepresented and/or socially marginalized engineering Bachelor’s degreeearners.These forms of community cultural wealth have