Displaying results 1 - 30 of 159 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
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study investigated how an OIPI initiative broadens participation in China’s stratified HE system, not only through opening high-quality educational resources inelite universities to students enrolled in non-elite universities; but more importantly,through building supportive learning environments and teaching practices to facilitate theconversion of access (valued opportunities) to success (desired learning outcomes)through enhancing students’ learning agency. Together, the OIPI initiative contributes tothe participation of China’s HE system from the dimensions of both access and success.This article examines the efforts of this initiative by answering the research questions:What are the specific conversion factors contributing to students
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- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44044Work in Progress: Investing in Engineering Futures Through Summer ResearchFundingJessica Baldis, University of California, San Diego Jessica Baldis serves as the Strategic Initiatives and Assessment Senior Analyst at the University of California, San Diego’s IDEA Engineering Student Center. She holds a Masters degree in Engineering from the University of Washington and is currently pursuing a doctorate in Education at the University of Illinois, Urbana-Champaign. Jessica spent several years managing and directing software engineering and content development teams primarily in the military and law enforcement
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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
researchers have two ways this could be approached. The first would be to focus on themultiple racial identities as the intersectionality component of MultiCrit. The second would be tofocus on how mixed-race, as one social identity, and another social identity, such as religion,gender, or sexuality, is experienced by the multiracial individual.The fourth limitation is that MultiCrit was initially conceived and formulated in the context of aPWI university. While this was Harris’s first exploration of MultiCrit, MultiCrit has not beenexplored at minority-serving institutions. For instance, perhaps the racial experiences at aminority-serving institution may not occur as frequently as at a PWI, or there may be moreresources available to the multiracial
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- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
our study. We initially plan to recruit between 6 and 10 focus groups, each with4 to 6 participants. This number is typical in many qualitative studies that use focus groups [47].Our focus group will be semi-structured, with five prompts (discussed below) and a discussionfor each prompt. This focus group will follow a two-stage approach where participants firstexplore metaphors used in research individually, followed by a discussion with a partner in theirgroup. Our participants will consist of EER researchers from academia who have diversebackgrounds, genders, and ethnicities. We will advertise our study via email to universitiesglobally that have EER clusters and recruit participants from these clusters. We will ask participants the
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- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University
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led to identifying other neurodivergent researchers who also expressed interest inneurodiversity research in engineering, such as the second author (Sorg) being mentored by thesixth (Pawley). After the ASEE 2022 conference, our collaboration was initiated online, wherewe discussed our neurodivergent experiences in engineering. Our collaboration has led us toexplore the question: How does the EER infrastructure/community support and not supportneurodivergent students, staff, and faculty?Method: Collaborative InquiryIn this WIP paper, we used a collaborative inquiry approach, an action-oriented approach wherea team of collaborators work together to develop a deeper understanding [24]. Many engineeringeducation researchers have utilized the
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- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
neurotypical. We havegenerated a preliminary assessment tool to understand the perspectives of neurodiverse studentsin undergraduate research, specifically their priorities in community, culture, and futureprospects. Our investigation reports a qualitative assessment of these categories betweenneurodivergent students in STEM research environments compared to their neurotypicalcounterparts. The survey was first improved after cognitive interviews, and then distributedamong STEM undergraduates. In this paper, we report the refinement process of the survey andthe initial quantitative survey results.IntroductionOver a quarter of the United States population identifies as having a disability [1]. The disabilitycommunity encompasses a diverse subset of
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Theo Sorg, Purdue University
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- Diversity
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Paper ID #37108Where Are We, and Where to Next? ’Neurodiversity’ in EngineeringEducation ResearchTheo Sorg, Purdue University Theo Sorg (they/them) is a third-year PhD student and National Science Foundation Graduate Research Fellow in the School of Engineering Education at Purdue University. They received their Bachelor’s de- gree in Aeronautical and Astronautical Engineering at Purdue University. As an undergraduate, they also received a Cooperative Education Program certificate for their work as a Pathways Intern at NASA’s John- son Space Center. Their research interests focus on challenging problematic conceptions and
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
categories as directed. Q-sort participants were recruited in personduring a site visit the researcher held at each institution. While 25 completed the task, only 16did so in the way that fit within the fixed categories necessary for implementing the Q-sortanalysis as designed, and so they remained in the initial data set for analysis. For example,participant Q-sorts that were ineligible for the analysis would choose 6 items for “stronglydisagree,” rather than 3 (such as in Figure 1) and were not conforming to the model that theKADE software requires. Fourteen of these respondents had Q-sort patterns that fit into a factorwith a 0.50 correlation or higher.Q-sort collection and analysisQ-sort is a context-sensitive methodology that makes meaning of
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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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- 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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content in a required course on engineering and research skills for first-year graduate studentsPOSITIONALITY STATEMENTWe acknowledge that the authors are all in varying positions of privilege. The university atwhich we are implementing this initiative is a primarily white, private institution in the UnitedStates. We are also located in a state in which such topics are relatively open for discussion ineducational settings. Although the authors hold different identities in gender identity, race,ethnicity, sexual orientation, socioeconomic status, and more, we are far from representative ofthe larger population and recognize the need for many more voices in this type of work.INTRODUCTIONEngineering and research have profound impacts on issues of
- 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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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
exploring how biases manifest within databasestructures and developing methodologies to mitigate such biases. Additionally, it may entailinvestigating how database systems can be optimized to promote equity and inclusivity, such asensuring fair representation and accessibility for diverse user groups. Moreover, the researchprojects may involve analyzing datasets to identify patterns of systemic discrimination anddevising strategies to address these disparities effectively. Through these initiatives, the projectseeks to foster a deeper understanding of ARIE principles within the context of database designand management, ultimately contributing to the advancement of more equitable and inclusivetechnological systems.The ARIE-related research project
- 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
Paper ID #43184Asset-Based Approaches to Transformative Learning: Community and Culturein an Undergraduate Engineering Research Program at a Hispanic ServingInstitutionDr. Hilda Cecilia Contreras Aguirre, New Mexico State University Hilda Cecilia Contreras Aguirre, EdD is a STEM education researcher at New Mexico State University. She focuses her research on qualitative/mixed methods studies addressing minority and underrepresented student college performance and persistence through high-impact practices, particularly in STEM disciplines. Her main lines of inquiry examine best practices in mentoring and promotion of
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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- Culture & Social Justice in Education Division (EQUITY), Equity
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
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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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- Kirsten Heikkinen Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Makenzie Cohn; Natalie Shaffer, Lipscomb University; Elizabeth Buchanan, Marshfield Clinic Research Institute
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- Culture & Social Justice in Education, Equity
engineering education practices to create more inclusive engineering professionals with thebroader impact of increased diversity in the field. This Work-in-Progress paper will detail thebackground and current progress of a 2-year National Science Foundation Professional Formationof Engineers: Research Initiation in Engineering Formation (NSF PFE:RIEF) project including theproject framing, team formation, research training, and questionnaire development.BackgroundThe engineering field has not always been welcoming of diversity despite attempts and calls byorganizations to change this in recent years [1-5]. Women and non-white people have showninterest and capacity for success in engineering but often become discouraged due to unnecessarybarriers 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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- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
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Paper ID #42125Borderlands First-Generation-in-Engineering Experiences-Learning with andabout Students at the Nexus of Nation, Discipline, and Higher EducationDr. Sarah Hug, Colorado Evaluation and Research Consulting Dr. Sarah Hug is director of the Colorado Evaluation & Research Consulting. Dr. Hug earned her PhD in Educational Psychology at the University of Colorado, Boulder. Her research and evaluation efforts focus on learning science, technology, engineering. She leads a social science and evaluation organization that focuses on inclusive excellence, broadening participation, and democratizing science.Raena Cota, New
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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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- Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao
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Campbell-Montalvoet al. [15] for a table showing the racial/ethnic, sexual, and gender identities of participants in allof the professional societies in which respondents participated as well as tables depicting theracial/ethnic identity, the sexual identity, and the gender identity of the whole sample and in theidentity-focused societies. The responses were reviewed by two initial coders using a codebook developed by a teamof four co-authors and ground in the data and previous research. Then, two other research teammembers reviewed and negotiated the data coded by the first two team members. The five socialcapital codes that are reported in this research include: sense of community, social networking,professional resources, leadership
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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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- Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering department at an R1 university. The secondauthor, a graduate student-instructor, perceived the need for such a toolkit after having to makemultiple course adaptations towards a more inclusive classroom, through trial-and-error withlittle to no guidance [1].Having initially ideated on a list of potential components for the toolkit and brainstorming whateach component would look like, we organized a series of co-design groups consisting ofundergraduate and graduate students, enrolled for research credits. Across four academicquarters, we worked with eighteen student researchers, across all years (from first-yearundergraduates to PhD students) and prior research/design experiences.We adopted a co-design approach to this process [11], working
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering spaces. For instance, some students discussed having to act acertain way with one side of the family. Two of our students mentioned that students tend togroup themselves in relation to race moreso than gender in engineering and these students werein different majors. It may be interesting to explore code switching and see if this is commonamong other participants.LimitationsFrom the pilot study, we ran into some limitations in regard to the interview process and studentsrecruited for the study. As the researchers were interested in getting an initial set of studentinterviews, there was no heavy focus on the diversity of the participants. Thus, this set ofstudents happened to be either freshmen (in their first year) or juniors (in their
- 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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- Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
literature review is to gather literature surrounding SDT within theexperiences of undergraduate engineering BLI students. This serves the greater purpose of thestudy: to make clear that traditional engineering education can serve as a stressor that issufficient to (1) cause/initiate distress and dysfunction or (2) maintain/make worse pre-existingstress reactions. To navigate the literature in this review, we use the guiding research question:How has engineering education research explored the racialized experiences of stress,distress, and trauma of Black, Latin, and Indigenous students in the context of engineeringeducation? BackgroundEngineering has long been perceived as white-male dominated [22], [23
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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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) initiated the Engineering Exchange for Social Justice (ExSJ). Theintent was to develop a framework that would facilitate and support the co-definition of socio-technical problems to be solved, and participatory engagement in beginning to solve them acrossdisciplines, campus, and diverse, marginalized community groups. By “socio-technical” we referto a paradigm that values and emphasizes both the social and technical elements of engineeringeducation and practice, rather than a techno-centric approach that prioritizes the technical [1-9].The ExSJ’s design took inspiration from the original European “Science Shop” models thatfacilitated science-society collaborations [10] using a bottom-up approach [11] by providingindependent, participatory research
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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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- 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
research activities.During the first phase, researchers consulted relevant literature in science education andargumentation theory to design the initial prototype of the curriculum unit. Researchers alsosought guidance from subject matter experts in biomedical engineering during this phase of theproject. These subject matter experts included multiple groups of postdoctoral fellows andtenured faculty members across several different research institutions in the United States. Thisfirst phase concluded in the Fall of 2023 after researchers had established a working prototype ofthe unit on the WISE platform.The second phase of DBIR, which is currently ongoing, involves researchers seeking outfeedback from multiple groups of essential stakeholders
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- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43206Queer Ties: A Work in Progress LGBTQ+ Graduate Student MentorshipProgramBrandon Bakka, University of Texas at Austin Brandon Bakka is a doctoral candidate at the University of at Austin pursuing a degree in Biomedical Engineering with a certificate in engineering education. He received a BS in Chemical and Biological Engineering from Colorado School of Mines. Brandon is conducting research on the modes of resistance LGBTQIA+ students utilize in response to the climate in STEM departments. He is also running a LGBTQIA+ focus reading group for STEM students to further connect them with their identity, and
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- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Robyn Mae Paul, University of Calgary
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
hierarchical dualisms (e.g. man-woman, mind-body, rational-emotional, culture-nature, technical-social, etc.), I aimed to increase the criticalconsciousness of engineering education and bring awareness to these normative value systems.This paper provides a story of how storytelling methodology saved my sanity, improved myresearch, and led to greater outcomes. Much of the words in the paper are adapted from Chapter3 of my dissertation (Paul, 2024).Prologue: ContextWriting a PhD thesis is a daunting task filled with trepidation, uncertainty, and anxiety. Afteryears of research, reading, data collection, and analysis, somehow this information is to bepresented into a coherent sequence of scholarships that demonstrates enough ‘rigour’ (Riley,2017) to be
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- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College
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- Culture & Social Justice in Education, Equity
cycle, fromrecruitment to orientation, from advising through transfer support, and in the classroom andbeyond. Mathematics self-efficacy has been found to be a predictor of mathematics performanceand a strong predictor of academic achievement [18, 19]. Informed by research and directexperience with student success reforms, Wright College designed and implemented an equity-focused, holistic and programmatic approach for transfer that increases math self-efficacy andbelonging to the engineering profession as key pillars of the EP.The initial results for the small first year EP cohort were very positive: 89% transfer rate after twoyears and all students who transferred completed their bachelor’s degree within two to three yearsafter transfer
- Conference Session
- Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
learners in STEM majors,particularly Engineering and Computing, to compare and contrast them to their peers innon-STEM majors and to further refine survey and interview protocols focused on neurodiversityin STEM for future study. This WIP paper includes findings from the initial survey and ouranalysis in preparation for future work.Concerning our positionality toward this work, two of our four authors identify asneurodivergent. While we promote a strengths-based approach to neurodivergence, our workdoes not happen in a vacuum. We understand that deficit framing persists and attempt to identifyand respond where appropriate. As a Work-in-Progress in a novel area of research, we find ithelpful to implement a belief from the ASD community: Nothing
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
are most effectively conducted using a team approach [6]. Thereview team for this study consisted of a researcher with experience conducting scoping reviewsand two content matter experts. The review team had weekly check-ins throughout the scopingreview process, as is recommended in the literature [6].Search Strategy: Web of Science and Scopus were selected as the most appropriate databases forthe literature search due to their robust query tools [7]. Both databases were searched on October10, 2023, using the search string shown in Table 1, below: Table 1. Initial search string Topic Search Terms ALL ( mentor OR mentors OR mentee OR mentees OR mentorship Mentorship OR
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University
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redefined outside of its historical tradition [8]–[10]. In this paper, I address the research question, “How is intersectionality—as a term,theory, analytical tool, and heuristic—defined, utilized, and applied in engineering educationresearch?” As a first step in exploring this question, I conduct a systematic literature review of28 articles from the Journal of Engineering Education containing the word stem “intersectional”published between 2011 and 2022. This pilot analysis suggests that there is wide variation inhow intersectionality is used in engineering education, leading to potential for return,reorientation, and redefinition towards its radical liberatory origins. In this work-in-progresspaper, I outline my methods and sketch initial
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
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- Culture & Social Justice in Education Division (EQUITY), Equity
researchquestions: ● Research Question 1: What are characteristics of physical and virtual spaces which enable RedShirt students to develop engineering identities? ● Research Question 2: How are spaces utilized by RedShirt students to form connections and identities in engineering? ● Research Question 3: How have the spaces in which engineering students live, study, work, socialize, and exist changed during the COVID-19 pandemic and after returning to in-person learning?MethodsData CollectionThe dataset this paper focuses on includes a total of six focus group sessions convened across threestudy sites, with each site having an initial focus group session of approximately 60 minutes to establisha baseline and provide
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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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- Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
largerdataset collected as part of our National Science Foundation-funded research. Through thisreview, we aim to comprehensively assess the design, implementation, and evaluation of co-curricular programs for Latinx engineering students, gathering insights from variousstakeholders, including students, faculty, and administrators. Our study seeks to highlight thecultural significance of co-curricular programs at HSIs, aiming to foster the creation of moreinclusive and culturally tailored initiatives to support Latinx students. IntroductionHispanic-Serving Institutions (HSIs) play a crucial role in attracting and retaining Latinx andBlack, Indigenous, and people of color (BIPOC) engineering students in higher
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- 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
seen in Figure 1 further noting the cohesive partnership.The AEOP High School Apprenticeship Program (HSAP) is a career development initiative toconduct real-world research through internships and fellowships with a vision of “STEM-inspired change makers, problem solvers, and innovators” [13]. The mission is to provide anaccessible pathway of STEM opportunities to attract, develop, and mentor the next generation ofour nation’s diverse talent through the U.S. Army Educational Outreach Program [13]. TheAEOP high school program offers a Learning Hub and Speaker Series through an e-learningplatform providing an added resource for students to expand their network and STEM interestduring their internships. Essentially, providing a well-rounded
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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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- Maria L. Espino, University of South Carolina; Brian Le, University of California, Los Angeles; Spencer Platt, University of South Carolina; Henry Tran, University of South Carolina
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profession, co-lead editor of the book Leader- ship in turbulent times: Cultivating diversity and inclusion in the P-12 Education Workplace, co-editor of the book Leadership in turbulent times: Cultivating diversity and inclusion in the Higher Education Workplace, editor of the Journal of Education Human Resources, and the Director of the Talent Centered Education Leadership Initiative. Prior to his professorship, Tran served as an HR practitioner in both the private sector and in public education. He draws from both experiences in his research and teaching. ©American Society for Engineering Education, 2023 The Undervalued Labor of Black and Hispanic Engineering Faculty