Displaying results 1 - 30 of 173 in total
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
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- 2023 ASEE Annual Conference & Exposition
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- 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
©American Society for Engineering Education, 2023 Diversity, Equity, Inclusion, and Belonging (DEIB) in ET programs in the USAbstractInstitutions in the US that provide Engineering Technology (ET) degrees prepare both 2-year and 4-year graduates for careers in government, industry, and/or business. Graduatesfrom ET institutions are one of the most diverse of the science, technology, engineering,and mathematics (STEM) fields. The 2-year ET graduates employed in technician rolesalign well with the 15.XX Classification of Instructional Programs (CIP) codedesignations, the corresponding US Bureau of Labor Statistics occupationalclassification, and employers have a good understanding of their role.Diversity is a strength
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
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PhD Candidate in the Department of Communication at the University of Washington. Her work focuses on the intersections of gender, race, nation, and culture in relation to digital/social media.Dr. Julia M. Williams, Rose-Hulman Institute of Technology Dr. Julia M. Williams is Professor of English at Rose-Hulman Institute of Technology. Her research areas include technical communication, assessment, accreditation, and the development of change management strategies for faculty and staff. Her articles have appeared in the Journal of Engineering Education, In- ternational Journal of Engineering Education, IEEE Transactions on Professional Communication, and Technical Communication Quarterly, among others.Dr. Eva
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- 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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Paper ID #41607Teaching Social Justice in Infrastructure: A Community of Practice Frameworkfor the use of Case StudiesDr. Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology Dr. Claudia Mara Dias Wilson is an Associate Professor in civil engineering at the New Mexico Institute of Mining and Technology (New Mexico Tech). She earned her B.S., M.S. and Ph.D. degrees from the Florida State University. Although she specialized in earthquake mitigation and the development of control algorithms for semi-active dampers to reduce seismic vibrations on buildings, her research interests are broad and include topics
- Conference Session
- 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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- Culture & Social Justice in Education Division (EQUITY), Equity
and environmental racism, we see from the data that Disparities in Solar even after we account for income, race/ethnicity still matters in who is Deployment affected. Were you aware of this (race/ethnicity matters beyond income) before this week? Why do you think you were or were not aware? ● What potential solutions can you imagine for either an environmental justice issue from the readings or the disparity in rooftop solar? 10 AI Technology in ● Do you think using AI during the hiring process can be overall a benefit? In Hiring Processes what circumstances
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan
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strategies, prac- tices and policies that broaden minority participation, and curricular design for meeting workforce and industry needs.Dr. Rebecca L. Matz, University of Michigan Becky Matz is a Research Scientist on the Research and Development team at the Center for Academic Innovation at the University of Michigan. She directs and supports research projects across Academic Innovation’s portfolio of educational technologies and online learning experiences. Prior to joining Aca- demic Innovation, she focused on STEM education assessment and research, connecting faculty with data, and developing interdisciplinary activities for introductory chemistry and biology courses at Michi- gan State University. Becky earned
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology
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Knowledge, Innovation and Entrepreneurship, vol. 2, no. 1, pp. 27-37, 2014.[14] Y. Li, Z. Huang, M. Jiang and T.-W. Chang, "The Effect on Pupils' Science Performance and Problem-Solving Ability though Lego: An Engineering Design-basd Modeling Appoach," Educational technology & society, pp. 143-156, 2016.[15] F. Bellotti, "Serious game and the development of an enrepreneurial mindset in higher education engineering students," Entertainment computing, pp. 357-366, 2014.[16] P. Kristiansen, R. Rasmussen and C. Wallace, Building a better business using the Lego serious play method, Wiley, 2014.[17] P. VanDeCarr, "Storytelling & Social Change: A Strategy Guide for Grantmakers," Working Narratives, 2013.
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41707Work in Progress: Understanding Differential Experiences of Identity in ComputingEnvironments Using a Computing Privilege InventoryCecil´e Sadler, Massachusetts Institute of Technology Cecil´e Sadler is a PhD student at the Massachusetts Institute of Technology in the MIT Media Lab with the Lifelong Kindergarten group. Her interests lie at the intersection of computing and education in designing equitable learning environments that cultivate creativity through technology-mediated creative learning experiences. She focuses on investigating how computing can be leveraged to create spaces for Black and brown
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Yume Menghe Xu, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43360Supporting Engineering Students’ Identity Work Regarding their Career Trajectoriesfor a More Humanizing Engineering FutureMs. Yume Menghe Xu, Tufts Center for Engineering Education and Outreach Menghe (Yume) is a PhD student in STEM Education at Tufts University. She holds a bachelor’s and a master’s degree in Chemical System Engineering from the University of Tokyo, Japan. Prior to pursuing a PhD at Tufts, she designed and developed educational apps for children, and worked with students, teachers, and makerspace in Japan to host making workshops using various materials and tools. Her research interest lies in
Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education for Social Justice. Philosophy of Engineering and Technology, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6350-0_7Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaCech, E. A. (2013). The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. Philosophy of Engineering and Technology, 67–84. https://doi.org/10.1007/978-94-007-6350-0_4Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42-72.Gunckel, K. L., & Tolbert
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Clay Walker, University of Michigan
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students should still be taught to write, forwriting is a process of thinking and learning, and that teaching/learning should include GenAI asanother writing tool once “the basics are mastered” such as defining audiences and developingarguments (584). Qadir (2023) considers the potential impacts of GenAI on engineeringeducation, including the continuing need for critical thinking and communication as well as theneed for attention to equity issues around this new educational technology, includinginappropriate student use of GenAI and the risks of unemployment once the technology emergesin the workplace. Others focus more directly on student use of these tools. For instance, Duinn etal. (2023) have found that students were interested in the
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Michael R. Williamson, Indiana State University; Neslihan Alp P.E., Indiana State University
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Technologies.Dr. Neslihan Alp P.E., Indiana State University Dr. Neslihan Alp is the Dean of the College of Technology at Indiana State University since August 2018. She has received her Ph.D. in Engineering Management from the University of Missouri-Rolla. Her teach- ing and research interests are in the areas of project management, decision making, optimization, quality control, six sigma, lean systems, and operations management. Dr. Alp has numerous of publications in national and international conferences and journals. She is a registered Professional Engineer in the State of Tennessee. American c Society for Engineering Education, 2021 Open Educational
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
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- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
equitable access to education, based on instructor perspectives of such usage acrossfive engineering courses. Though ChatGPT usage might present challenges such as academicdishonesty and students have to be careful with the ways in which ChatGPT embeds biases andstereotypes, I outline design recommendations that instructors can pursue to guide studentstowards using ChatGPT to arrive at a more level footing to other classmates. At the end of the day, ChatGPT is a tool that has the potential to both do good and causeharm. It is up to instructors to educate and support students in leveraging it for the good it canbring, and avoid causing harms that it can perpetuate. Considering ChatGPT as a technology tobe leveraged in classrooms the same way
- 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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- 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
Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Department of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2024 Work In Progress: Promoting Belonging in Engineering through the Creation of Youth-centered Technology-Rich SpacesIntroduction In 2024, we are not offering a novel idea when we contend that the promise ofmakerspaces to achieve inclusion across contexts has not been met [1], [2]. While suchtechnology-rich spaces still have the potential to support youth from minoritized groups to createartifacts aligned with their interests and values [3], [4
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan
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, “Increasing learner engagement in online learning through use of interactive feedback: Results of a pilot study,” in Proceedings of the American Society for Engineering Education Conference, New Orleans, LA, USA, 2016.[21] S. Fatehiboroujeni, A. Qattaw, and S. Goyal, “Assessing and improving student engagement and motivation in mechanical engineering online courses,” in Proceedings of the American Society for Engineering Education Conference, Tampa, FL, USA, 2019.[22] J. M. Little-Wiles, P. Fox, C. Feldhaus, S. Hundley, and B. Sorge, “Student engagement strategies in one online engineering and technology course,” in Proceedings of the American Society for Engineering Education Conference, Atlanta, GA, USA
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- 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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is in epistemology and epistemic injustice in engineering.Dr. Kelly J Cross, Georgia Institute of Technology Dr. Cross is currently an Assistant Professor in the Biomedical Engineering Department at Georgia Tech.Dr. Whitney Gaskins, University of Cincinnati Dr. Gaskins is the Associate Dean of Inclusive Excellence and Community Engagement in the University of Cincinnati College of Engineering and Applied Science, the only African-American female currently teaching in the faculty of the College of Engineering ©American Society for Engineering Education, 2024 Racialized Trauma for Black, Latin and Indigenous Engineering Students: A Systematic Literature Review
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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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, the program provides opportunities for engineering students to completeHEP in developing communities with the support and guidance of engineering professionals andfaculty. The Peugeot Center is unique in its substantial use of mentoring as well as strong, long-term relationships with partners from the communities. To date, the program has completed morethan 55 projects with a focus on impactful sustainable community development alongsidesignificant educational experience for students. Most of these projects were extracurricular butmore recently HEP has been introduced to courses in the engineering curriculum at Lipscomb tosupport more holistic learning experiences with a real-world, complex engineering problem. Thesuccess of the program is
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 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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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
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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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- Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
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- Culture & Social Justice in Education Division (EQUITY), Equity
’ contributions addressing theneed to modernize engineering education in the era of digital transformation and the strategiesthey envision or have implemented to address opportunities and risks for diversity, equity, andinclusion are included in the Call-to-Action section. A link to the recording of the panel is alsoincluded. Conclusions and future work are also offered.Industrial Revolutions and Digital TransformationOver the past two centuries, the world has undergone four industrial revolutions with the fifth onthe horizon. Each was powered by disruptive new technologies. In the 18th century, Industry 1.0transformed manual production methods to machines that used steam and waterpower. Industry2.0 occurred a century later with the electrification and
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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with deficitperspectives (e.g., inadequacies of the home) and meritocratic ideologies. These resultssuggest that engineering educators that seek to address issues of social justice need to firstdeconstruct the complexity of social issues and the nuances involved in technical work.Decoding complex social issues is important in order for students to see themselves as agenticactors that can contribute to social justice through engineering design.IntroductionSocial contexts in engineering are often seen as tangential to problem solving, thusexacerbating the problematic ways in which engineering problems are framed as decoupledfrom society and social justice. Yet, most engineering educators in the US are familiar with thestudent outcomes set forth
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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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- Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus
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Paper ID #37452Ethiopian Women Students’ Recommendations for Enhancing Their Sense ofBelonging in Engineering EducationMr. Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus Jemal Halkiyo is a Ph.D. student in Engineering Education Systems and Design at Arizona State Univer- sity. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and
- Conference Session
- 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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electro- chemical energy storage systems.Dr. Corin L. Bowen, California State University, Los Angeles Corin (Corey) Bowen is a postdoctoral researcher in the College of Engineering, Computer Science and Technology at California State University - Los Angeles, where she is working on the NSF-funded Eco- STEM project. Her engineering education research focuses on structural oppression in engineering sys- tems, organizing for equitable change, and developing an agenda of Engineering for the Common Good. She conferred her Ph.D. in aerospace engineering from the University of Michigan - Ann Arbor in April 2021. Her doctoral research included both technical and educational research. She also holds an M.S.E. in aerospace
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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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- Heather R. Beem, Ashesi University
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completion of the project were pride and joy. The useof responsive pedagogy should be further refined in the African context, mechanisms forbuilding self-efficacy in young African engineers should be elicited, and they should beconsidered equally alongside interventions focused on improving learning outcomes.IntroductionMost countries that have achieved sustainable development have done so through a concertedfocus on technology and innovation. Existence of an innovation-driven economy dependsdirectly on the quality of education available for the rising generation. Although the WestAfrican nation of Ghana recently achieved lower-middle income status [1], its potential forsustainable development continues to be limited by its educational system’s
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM 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; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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movement ofenvironmental justice. These limitations in the field of education may also contribute to a lack ofclarity among educators, especially in engineering education, regarding the fundamental tenets ofEnvironmental Justice and Environmental Justice Education. This present study builds upon these findings to provide an indispensable resource forengineering educators. We outline our understanding of environmental justice education alongwith practical implementations for engineering educators.Background on Environmental Justice The foundation of the Environmental Justice (EJ) movement underscores the unevendistribution of environmental harms, encompassing hazardous waste, land use, extractionactivities, and toxins released during
- 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
Quigley, IBM Research Lauren Thomas Quigley, PhD is a Research Scientist focused on the development of responsible and inclusive technology. Specifically, she researches practical approaches for fairness and inclusion in AI, data representation, and projecting technology’s impact on society and the environment, through a lens of social justice. Her secondary area of research is the use of critical theories in engineering education. ©American Society for Engineering Education, 2024 Outsiders: Pathways and Perspectives from Engineering Education PhDs Outside AcademiaEngineering education doctoral programs have been predominantly academia-centric, stronglyemphasizing
- Conference Session
- Asset Sourcing for Remaking Engineering Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas
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Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President," Executive Office of the President, 2012.[3] G. S. May and D. E. Chubin, "A retrospective on undergraduate engineering success for underrepresented minority students," Journal of Engineering Education, vol. 92, no. 1, pp. 27-39, 2003.[4] K. M. Soria and M. J. Stebleton, "First-generation students' academic engagement and retention," Teaching in Higher Education, vol. 17, no. 6, pp. 673-685, 2012.[5] D. C. Haak, J. HilleRisLambers, E. Pitre, and S. Freeman, "Increased structure and active learning reduce the achievement gap in introductory biology," Science, vol. 332, no. 6034, pp. 1213-1216, 2011.[6
Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review
- 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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- Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
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accommodating postsecondary students. It is difficult to find detailed information aboutthe exact nature of this on federal websites, as there is not one civil rights office in the US. Eachfederal department has their own Office of Civil Rights. For example, for this literature reviewwe’ve referenced the Office of Civil Rights webpages from the Department of Education, theDepartment of Labor, the Department of Housing and Urban Development, and the Departmentof Health and Human Services.Overview methodologyWe conducted a literature review to understand the experiences of disabled students in highereducation. We began with higher education generally to see disabled student experiences withaccommodations across disciplines. Our next search focused on
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
engineering education and their behavioral and cognitive problem-solving capabilities. He is actively involved in research related to the integration of positive psychological tools and methods in engineering education practice and research. Muhammad is also interested in the development and use of new technological and non-technological methods to enhance the learning processes of undergraduate engineering students. He is currently leading a second research project related to use of mobile learning technologies in undergraduate engineering education. This research is exploring available empirical evidence about the role mobile learning technologies may play in improving student accessibility to knowledge, academic
- 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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- 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
- 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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- Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education, 107(1), 56 – 86. https://doi.org/10.1002/jee.20191Singh, Y. V. (2021, August 18). Classification using pre-trained Bert Model (transfer learning). Medium. https://medium.com/@yashvardhanvs/classification-using-pre-trained-bert-model-transfe r-learning-2d50f404ed4cSue, D. W., Capodilup, M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-066X.62.4.271Sauder J, & Jin Y. (2016). A qualitative study of collaborative stimulation in group design thinking. Design Science, 2(4), 1 – 25. https://doi.org/10.1017
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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- Culture & Social Justice in Education Division (EQUITY), Equity
technology and design education, vol. 20(2), pp. 175-190., 2010.[19] L. S. Nowell, J. M. Norris, D. E. White, and N. J. Moules, “Thematic analysis,” Int. J. Qual. Methods, vol. 16, no. 1, p. 160940691773384, Dec. 2017.[20] J. Fereday and E. Muir-Cochrane, “Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development,” Int. J. Qual. Methods, vol. 5, no. 1, pp. 80–92, Mar. 2006.[21] C. Carroll, A. Booth, J. Leaviss, and J. Rick, “‘Best fit’ framework synthesis: refining the method,” BMC Med. Res. Methodol., vol. 13, no. 1, Dec. 2013.[22] “Criteria for Accrediting Engineering Programs, 2022 – 2023.” [Online]. Available: https://www.abet.org/accreditation/accreditation