Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

for posterity and toencourage engagement within other academic institutions and professional societies. Some of ourexamples and strategies can be scaled and adapted to address institutional or regional challengesor to increase awareness and engagement in other national societies. Outcomes seen throughinitiatives have resulted in increased connections with previously disenfranchised members tothe ASEE community, engagement across divisions, and expanded programming in support ofdiversity, equity, and inclusion practices.1. Importance of Diversity, Equity, and InclusionEngineers have a significant impact on society. Their actions shape future technology,infrastructure, and innovation. Improving workforce diversity has been shown to

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paulina Z. Sidwell, McLennan Community College

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Engineering Economy

between course concepts and real-world situations,both domestic and abroad. Most of the course content was delivered prior to departure to enablestudents to focus their attention toward case studies involving important landmarks, internationalcorporations, and site-specific environmental issues abroad. All students participated in theexperience, not only by visiting interesting places and hearing about their history and relevance,but by working on short case studies, engaging in discussions about the economic consequencesof alternatives not typically seen in the US, and through various methods in which they wereexpected to document their experience. Honors College participants were additionally taskedwith conducting their required academic

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Raja S Kushalnagar, Gallaudet University; Gary Walter Behm, RIT/NTID Center on Access Technology; Shareef Sayel Ali, NTID's ACE Innovaton Lab; Susie Michaela Harvey, REU-AMI; Karina G. Bercan, Simmons College

Tagged Topics

ASEE Diversity Committee, Diversity

hearingstudents in class through technology, such as using eye-tracking or face-tracking to locate the classroomfocus (R. S. Kushalnagar & Kushalnagar, 2012) This is particularly important for deaf students, because,unlike hearing students, deaf students are frequently seen as “not able,” which creates a cycle of lowexpectations and gaps in students’ meta-knowledge (Marschark & Hauser, 2008). These strategies toengage students may create a more inclusive learning environment for students. More research on deaf-hearing collaboration is needed to be done to determine the impact inclusion and engagement by bothdeaf and hearing students in engineering classrooms and labs.Finally, engineering programs should consider maintaining full visual access

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Gallaudet University; Gary W Behm, Rochester Institute of Technology (CET)

Tagged Topics

ASEE Diversity Committee, Diversity

communication and learning is not wholly contained in a single communicationmodality, (i.e., sight, sound, taste, touch, and smell). Comprehensive meaning in communicationis conveyed through the synthesis of information and associated meaning from each modality.The absence of one or more of the five senses not only impacts brain plasticity, it shapes thebrain’s development and a person’s contextual knowledge of the world.Modern engineering activities such as labs, fieldwork, and design studios, demand a high level ofvisual and auditory function. For example, using a probe in electronics (Behm & Mondragon,2014) involves multimodal activities that frequently engage multiple senses. Missing part of themultimodal communication causes both deaf or blind

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Henriette D Burns, Washington State University, Vancouver; Kristin Lesseig, Washington State University Vancouver

Tagged Topics

ASEE Diversity Committee, Diversity

learning experiences to support teachers’ ability to promote mathematical reasoning in middle and high school classrooms. Dr. Lesseig served as principal investigator on an NSF MSP grant designed to support middle grades teachers in implementing STEM Design Challenges. WIP: Infusing Empathy into Engineering Design: Supporting Under- Represented Student Interest and Sense of BelongingnessIntroduction to the Work-in-Progress StudyHow can we utilize our research knowledge to impact our methodology as educators and changethe perceptions of science, technology, engineering, and mathematics (STEM) and who belongsin STEM careers? Some states have adopted the New Generation Science Standards (NGSS) fork-12 public schools

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

Tagged Topics

ASEE Diversity Committee, Diversity

scores and other strict criteria deemed “excellent” that do not match the backgrounds,experience and potential for success of diverse students.The retention process for diverse students often starts within a long-standing, month-long ormore summer bridge experience to boost the college readiness of attendees who choose to applyto such a program (Ackermann, 1991; Freeman & Persaud, 2005; Walpole et al., 2008). Asecond retention factor again involves the awarding of scholarships. Previously, our model (andothers) specifically awarded scholarships based on community engagement as measured by“membership” within the diversity program. Those who were active in student organizations butnot scholarship awardees often expressed awkward sentiments

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University

Tagged Topics

ASEE Diversity Committee, Diversity

wouldallow hands-on training by experts in the field.Whitney, Langley-Turnbaugh, Lovewell, and Moeller (2012) studied the impact of a STEMlearning community on benefits for students with disabilities. The study was conducted usingthe students’ perspectives. Students were asked to rate the benefits of their engagement in thelearning community, which consisted of a seminar course that provided academic and socialsupport to STEM students with disabilities. Academic-related benefits such as improved grades,study habits, and time management skills were among the five highest priority benefits identified(improved grades were highest).Personal BarriersBefore even pursuing postsecondary educational opportunities, students with disabilities mayhave a limited

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

authorized 2014-2015 as the Year of ACTION on Diversity, “whereinmembers will discuss, engage, and highlight individual and collective activities that serve toadvance the Society's diversity efforts and inclusivity.” [1] The 2015 Diversity Best Papersolicitation for nominations (Appendix) states that the award strives to enhance the visibility andsustainment of actions in support of diversity. It goes on to point out that “engineering isempowering society in unprecedented ways. It is at the core of innovation and can address GrandChallenges facing the US and the world. In order for the engineering discipline to reach its fullpotential, however, the engineering education community and the engineering profession mustbetter include all segments of our

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

Computer Science (p. 26.756.1-26.756.20). ASEE Conferences. https://doi.org/10.18260/p.24093Camargo, E., Wood, A., & Layne, M. (2015). The Impact of Work/Life Balance Policies on Faculty Careers (p. 26.1550.1-26.1550.10). ASEE Conferences. https://doi.org/10.18260/p.24887Castillo, K., Cabrera-Rios, M., Persans, M., & DeYoe, H. (2016). Engaging Minority Students in Sustainable Bioenergy and Water Quality through an Education and Research Network. ASEE Conferences. https://doi.org/10.18260/p.26966Cech, E. (2015). LGBT Professionals’ Workplace Experiences in STEM-Related Federal Agencies (p. 26.1094.1-26.1094.10). ASEE Conferences. https://doi.org/10.18260/p.24431Celis, S., & Huang-Saad, A

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelly J Cross, University of Illinois, Urbana-Champaign; Stephanie Cutler, Pennsylvania State University, University Park

Tagged Topics

ASEE Diversity Committee, Diversity

redesign the curriculum through the NSF funded Revolutionizing Engineering Departments (RED) grant. She is a member of the ASEE Leadership Virtual Community of Practice that organizes and facilitates Safe Zone Training work- shops. Dr. Cross has conducted multiple workshops on managing personal bias in STEM, both online and in-person. Dr. Cross’ scholarship investigated student teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

Tagged Topics

ASEE Diversity Committee, Diversity

will showcase inclusive pedagogy and content at thecourse level. It is important to note that inclusion can take many forms, some of which requireonly a small effort but offer a potentially high impact. The authors would like to stress that theCEE Department is currently developing multiple ways to engage diversity with their studentsand no one particular path will be given preference.There are times in which developing an inclusive curriculum can be seen as challenging [8]However, the perception of difficulty is no excuse to shy away from implementing a moreinclusive classroom setting. ABET has included in its criteria for student development, a “respectfor diversity”, a recognition of how engineering has societal and global impacts, and an

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Lauren Shapiro, Northeastern University; Emily Olina Wisniewski, Johns Hopkins University; Emma Kaeli, Northeastern University; Tyler Byrne Cole, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

there is a statistically significant correlation betweenhigher term GPAs and more time spent in SI. [1] [11] [12]It has also been found that factors that are not easy to measure, such as long-term retention ofcourse information, communication skills, teamwork, and information processing skills, areimproved when students engage in SI. [8] Students who take advantage of SI have been found tohave a better attention span, could study for longer periods of time, were less dependent on “lastminute” studying, and were more accustomed to being helped or helping other classmatesunderstand difficult course work. [13] These findings support a similar study that determinedstudents who not only found extra resources (e.g. recitation, on-line availability of

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Nadia N. Kellam, Arizona State University; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Topics

ASEE Diversity Committee, Diversity

RED program. As shown in Table 1, in the firsttwo cohorts, thirteen institutions have been funded—all of these institutions are researchintensive; one is private, only two are undergraduate-focused, and two are Hispanic ServingInstitutions (HSIs). Students obtain engineering degrees from a variety of institution types (Ellis,2008). In order for the RED program to achieve its ambitious goals, it is important to include avariety of institution types. Thus, there is a need to reach out to a wider community and tomentor people at other institutions who are interested in developing competitive RED proposals. Table 1 Institutions in NSF RED Cohorts 1 and 2. Cohort 1 (2015) Cohort 2

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

in students’ innovation13 and can create amismatch between how students perceive engineering as a field and how they perceive themselvesas people who engage in engineering, often resulting in a lack of belonging and ultimately,attrition13–16. As a result, a gap of understanding how to develop students with diverse andinnovative mindsets in engineering education remains.In a 2014 visit to Purdue University, Paul Eremenko, founding CEO of Airbus Group SiliconValley technology and business innovation center and former director at Google, stated, It strikes me that there are two families or reasons why [we need diversity]…One is social justice. That there should be representation commensurate with the representation of everyone

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Kasi Jackson, West Virginia University ; Joel Alejandro Mejia, Angelo State University; Maja Husar Holmes, West Virginia University; Rachel R. Stoiko, West Virginia University

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Women in Engineering

Paper ID #14811Dialogues Toward Gender Equity: Engaging Engineering Faculty to Promotean Inclusive Department ClimateJ. Kasi Jackson, West Virginia University Dr. J. Kasi Jackson is an Associate Professor of Women’s and Gender Studies at West Virginia University. Her research covers supporting women faculty in STEM, STEM education, gendered impacts on animal behavior research, and the representation of science in popular culture. She completed her PhD in biology, with a focus on animal behavior, and graduate certificate in women’s studies at the University of Kentucky. She is a Co-Investigator on a National Science

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sevinj Iskandarova, James Madison University; Oris Griffin, James Madison University

Tagged Topics

ASEE Diversity Committee, Diversity

Award in Education, Social Sciences, and Humanities at the Graduate School, James Madison University. She has advanced experi- ence on the educational system in Caucasus and Central Asia regions. She has presented at more than 30 international conferences, and seminars thought USA, Europe, and Asia.Dr. Oris Griffin, James Madison University I am a professor in the Adult Education/Human Resource Development (AHRD) Program in the Learning Technology and Leadership Education Department at James Madison University. I have been on the fac- ulty for over 26 years. My areas of interest are Diversity, Leadership and Adult Learning. My commitment to student learning is exemplified by my long-term involvement with community

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

faculty, are less likely toengage students, spend less time preparing for courses, are less likely to use active and engaging teachingtechniques, had lower academic expectations for their students, and were less productive in both teachingand research [4][5]. At that time, it was not clear whether the effects were caused by the non-tenure-trackfaculty themselves or the structure in which the non-tenure-track faculty operate.Kezar and Sam [6] suggested that new theoretical models are necessary to understand non-tenure-trackfaculty and proposed that some earlier studies had used theoretical models that did not fit non-tenure-trackfaculty and were derived from a deficit model based on the preconceived notions of the researchers [6]. Forexample, in a

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Lisa M. Black, American Society of Civil Engineers; Quincy G. Alexander, American Society of Civil Engineers

Tagged Topics

ASEE Diversity Committee, Diversity

diverse backgrounds, skills, or perspectives [21].Second, many of the EAC Student Outcomes (SO) lend themselves well to addressing issues ofdiversity and inclusion in engineering programs (we added underlines for emphasis). • SO2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors • SO3. an ability to communicate effectively with a range of audiences • SO4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susannah C. Davis, Oregon State University; Naeun Cheon, University of Washington; Elba Camila Moise, University of Washington; Susan Bobbitt Nolen, University of Washington

Tagged Topics

ASEE Diversity Committee, Diversity

factors relate to underrepresented students’ persistence inengineering.Researchers across disciplines in higher education have linked student engagement, studentsuccess, and student persistence to their sense of belonging [11], [15]-[21]. Many researchers’conceptions of ‘sense of belonging’ are founded on Tinto’s [20] model of students’persistence/withdrawal behavior. Tinto [20] found that students’ sense of belonging is based ontheir formal and informal academic integration (through academic achievement and facultyinteraction) and social integration (through extracurricular activities and peer interaction). Tintoargued that when students have a greater sense of belonging, or affiliation and identification withthe university community, they are

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Francesca Dupuy, University of Florida; Elliot P. Douglas, University of Florida; Paul G. Richardson, Independent Consultant/Engineer

Tagged Topics

ASEE Diversity Committee, Diversity

in the Institute for Excellence in Engineering Education, and Distinguished Teaching Scholar at the Uni- versity of Florida. His research interests are in the areas of environmental equity, cultures of inclusion in engineering, the impact of engineering education research on the practice of engineering education, and qualitative methodologies.Paul G. Richardson, Independent Consultant/Engineer I studied electrical engineering at UC Irvine and Boston University. I then worked as an engineer at companies including DEC, IBM, Apple and Microsoft as a design/ design verification engineer from 1983 to 2014. Since then I have been working to transition from engineering back to being student. I am currently

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ann Pedraza, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

Variable = Points Earned)[23] Braddock and Dawkins[3] found in their study that “high school grades are statisticallysignificant determinants of college grade performance in three (two-year TWI; four-year TBI;four-year TWI) of the four comparisons made while aptitude test scores were found to bestatistically significant contributors in only one (two-year TBI) of the four subgroups.Gosman[17], et al, found that “not only are black students more likely than white students towithdraw from college, but they also engage in proportionately more part-time and interruptedschooling, resulting in significantly lower four-year completion rates for blacks.”[17

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech; Walter C. Lee, Virginia Tech; Benjamin David Lutz, Oregon State University; Holly M. Matusovich, Virginia Tech; Cynthia Hampton, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

individual places on enjoyment of doing the task. Lastly, cost isan individual’s perception of the investment of time, effort, and/or psychological impact tosucceed as the task. Therefore, based on theory, we expected a four factor solution to ourexploratory factor analysis. Our supposition is that if we can understand these aspects ofmotivation, we can tailor efforts in a way that will most effectively engage students. METHODSDevelopment of Items and MeasuresItem DevelopmentWe developed items based on a synthesis of the research team’s prior experience, literaturerelated to diversity and inclusion, meetings with practitioners who work in this area, and existingEVT-based surveys. We invited practitioners

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Joel Alejandro Mejia, University of San Diego; Renata A. Revelo, University of Illinois at Chicago

Tagged Topics

ASEE Diversity Committee, Diversity

institutional and legalstructures that produce a system that does not provide equitable and democratic schooling forchildren based on race. Given that many teachers are White, and that most students of color willreceive their formative education from White teachers, it is important to ask ourselves howissues of racism and color-blindness impact what we teach, how we teach, and why we teach.CRT in Engineering Education ResearchScholars doing engineering education research are beginning to incorporate CRT into their workon diversifying engineering. We did a somewhat systematic review of the literature to assesswhere EER scholars are adopting and applying CRT. We did a full-text search of the Journal ofEngineering Education, the International, European

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns

Tagged Topics

ASEE Diversity Committee, Diversity

new engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those skills impact the current project in real-world ways that people can understand and be involved in. As part of a university that is focused on supporting the 21st century student demographic he continues to innovate and research on how we can design new methods of learning to educate both our students and communities on how STEM and STEAM make up

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abbie B Liel P.E., University of Colorado, Boulder; Eva Leong

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

many students had not had an internship experiences at the time of the survey. Figure 2also indicates men were more likely than women to point to their own technical skills and workethic as being important (13% vs. 7%). On the other hand, slightly more women than men saidthat their study groups, textbook and handouts, lectures and activities in class, as well asengagement with the professor/teaching assistants, were important, but the differences are small.Compared to white men, underrepresented minorities’ responses followed similar trends to thosefrom women, putting less importance on technical skills, and more on engagement withclassmates and professors and teaching assistants.In addition to these multiple choice questions, in the open

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Carlson, South Dakota School of Mines and Technology; Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Sarah Folsland, Woment in Science and Engineering

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Minorities in Engineering, Women in Engineering

girls, and collaborative opportunities for student and faculty peers.Under the WiSE umbrella program, the WiSE Center and mentoring program are catalysts toenable the campus to further develop and engage our community and industry partnerships.WiSE allows SDSM&T to connect with similar organizations who share our goal of studentsuccess for women.Mechanical Engineering Efforts to Increase Female Enrollment RecognizedThe WiSE program in its current form originated out of the Mechanical Engineering programafter the department saw significant success in its methods to recruit and retain women students.In 2011, the Mechanical Engineering (ME) department began efforts to increase enrollment inwomen. The focus of this recruitment effort was

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University, West Lafayette ; Allison Godwin, Purdue University, West Lafayette; Brenda Capobianco, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

likean engineer and engage in engineering related activities? As the demographic of engineeringcontinues to shift to incorporate more diversity, we should continue to reconsider what the typesof identities, within the culture of engineering, we ask all types of students to take on in theirdevelopment as engineers.The historical roots of engineering have been that of a “prototypical masculine profession” (p.351),5 defined not just from the male perspective, but specifically through a White Western maleperspective. This history is intimately linked with the history of science. The culture and tools forlearning within science reflect this history dominated by a single group and, “the science thatcomposes the bulk of the science curriculum today was

Conference Session

Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University; Seth Schlisserman; Alexandra Kirshon

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

professor they had experienced;and the most difficult communication challenge they had faced in their engineering work.Students were also shown some common scenarios that other engineering students hadencountered and asked to comment on them.We coded the interviews for the types of team problems students encountered (i.e., slackers,domineering teammates, exclusion) and the types of solutions they said they would utilize torespond to these situations (i.e., do nothing, confront behavior, speak to the professor). For thepurpose of this paper, we focus on the areas where there were significant gender differences.Part II: ResultsInterview participants resembled survey participantsThe students we interviewed resembled those who took the survey: 71% (45

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Abrams, Ohio State University; Suzanne Grassel Shoger, The Ohio State University; Lauren Corrigan, Ohio State University; Steven Y. Nozaki, Ohio State University; Mitsu Narui, The Ohio State University Multicultural Center; Adithya Jayakumar, The Ohio State University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

withinand beyond the COE gave the cohort opportunity to apply what they had learned to help promotean inclusive academic environment for everyone within the university and the COE. It wasestimated that if each of the five teams implemented three outreach efforts throughout theuniversity community with at least 30-50 students participating, the program would impact 450-750 students in one academic semester. Before facilitating “live” workshops, each groupdelivered at least one presentation to a team of mentors. At the time of this paper, all groups areconducting approved outreach events and the cohort is on track to meet outreach targets for thespring semester. The table below provides details about the outreach events.Table 2. Outreach Events

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

work as a developmental neu- robiologist and was awarded an National Science Foundation GK-12 Fellowship. She became intrigued by pedagogical approaches and how these impact students in the biology classroom during her National Institutes of Health-funded IRACDA Postdoctoral Fellowship at the University of New Mexico. Glori- ana’s interest in biology education research led her to San Francisco State University, where she worked with Dr. Kimberly Tanner on biology department-wide faculty professional development funded by the Howard Hughes Medical Institute. At SFSU, Gloriana’s research sought to understand students’ self- efficacy, sense of belonging, and science identity to ultimately affect change in undergraduate