Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

first years. An example of a course that several students discussed as particularly challenging without prior high school coursework is Calculus II. For example, a student stated: “And I second what he said because if I hadn’t taken the AP calculus and physics inhigh school, then I feel like I would not have been prepared to face calculus and physics herebecause the difficulty is much more substantial here than it was in high school, for obviousreasons. And I feel as though without those AP courses, I probably wouldn’t be where I amright now. I probably would have dropped because the level of difficulty, understanding – theyseem to overcomplicate the fundamentals in terms of math and physics here” This sentiment went beyond math

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

or dismantling that privilege. Specifically, wedescribe activities in a required User Centered Design course for first or second year students,and an Engineering and Social Justice course required for third year students in GeneralEngineering and open as an elective to other engineering majors. As engineering professors, wealso describe our own positionality as the instructors. We hope that these examples will behelpful to others interested in integrating such content into their courses.IntroductionEngineering is fundamentally a sociotechnical endeavor [1], but the way that the engineeringcurriculum is framed may be focused on issues that decontextualize engineering [1, 2].Moreover, engineering educators are often not prepared to have

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

characterization of Stage 2 framing and one we will divergefrom shortly.] While now taking into account larger forces, the cultural mismatch research oftenmisses the ways in which many experiences of educational problems are not just “mismatches”but are systematically created events of marginalization. Likewise Carlone and Johnson16highlighted that the “funds of knowledge” research paradigm is fundamentally looking forcultural differences students bring from their home life rather than, for instance, the culturalproduction of difference in school spaces. While many approaches in this vein have a potential tocreate classroom experiences more attuned to individuals, they also have a potential to justifyinstitutions as they are, since the classroom

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

, given principal, interest rate, and pay period. 5. Perform project evaluation, including cost/benefit analysis. 6. Articulate principles of taxation and depreciation. 7. Perform capital budgeting, cost comparisons, and replacement analyses. 8. Solve problems at a level consistent with expectations of the engineering economics portion of the Fundamentals of Engineering examEngineering is a global and interdisciplinary field. Accreditation boards and engineeringeducation institutions across the board have called for a more well-rounded engineeringeducation, expressing the need for engineers that are better equipped to understand the impact ofthe global economy on engineering solutions, as well as the social and global

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

ASEE Diversity Committee, Diversity

.     In an academic environment focused on individual learning goals and each team’s independent process, faculty feedback can often be informal and spontaneous. Informal feedback can be challenging for students to remember, which can cause anxiety for some students. While it might change the workflow faculty are accustomed to, there is great benefit to capturing feedback and advice in writing. This can be done by faculty, teaching assistants, or by the students themselves. Receiving written feedback spurs students to reflect and synthesize their experience in class and produce a tangible expression of that experience. In addition to making the advice more concrete for students, it provides faculty a record of past feedback on which they can

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Haverkamp, Oregon State University

Tagged Topics

ASEE Diversity Committee, Diversity

gender as two categories to choose from. Within this viewbehaviors, presentations, and roles are inextricably linked to body parts and there are no socially-recognizable intermediate sexes, and thus no intermediate genders. Under this view, nonbinary,genderfluid, genderqueer, or other gender identities are perceived as not rooted in biology, thusnonexistent, else they uproot the fundamentals of gender essentialism. This becomes a source oftension for the families of nonbinary, transgender, and gender nonconforming children and theirpeers [10].This conceptual understanding may appear in mainstream popular culture, but it is far frommainstream in academic fields such as psychology, women’s studies, gender studies, queerstudies, sexuality studies

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Ann Patrice Gulley, Auburn University at Montgomery; Yvette E. Pearson P.E., Rice University; Logan C. Prickett, Auburn University at Montgomery; Luke A. Smith, Auburn University at Montgomery; Joshua Eyler, Rice University; Steve Noble, University of Louisville; Matthew F. Ragland, Auburn University at Montgomery; Jordan Allen Price, Auburn University at Montgomery; Anila K. Shethia M.B.A., Rice University; Luis Perez Ph.D., National AEM Center; Caroline Dunn, Auburn University at Montgomery

Tagged Topics

ASEE Diversity Committee, Diversity

thembetter master mathematics.Students with visual impairments face significant challenges in working with mathematics due tothe nature of the notational language, which is inherently inaccessible when only available inprint or a visual display. Some of the fundamental issues these students face include access toaccessible instructional content, the ability to navigate through complex algebraic equations, theability to perform calculations while manipulating variables, and the ability to completeassignments and take tests in a format that both the student and the instructor can understand [5].While converting instructional content to mathematics braille is a very effective accommodationfor many blind students, this practice alone does not

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omoju Miller, UC Berkeley

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

semester at the UC, Berkeley. CS10 has a class size of approximately200+ students each semester, while CS61A has an approximate class size of 1000+ students.Participation in both classes are continuously growing at the university. As of the writing of thisstudy, CS10 has a near 50-50 gender breakdown between male and female students, whileCS61A’s gender breakdown is approximately 34% female and 66% male.ParticipantsThe participants that were part of this evaluation came from CS10 and CS61A. These weremostly undergraduates whose demographic skew strongly towards White and Asian students.Surveys were conducted with 882 participants, while interviews were done with 24 participants.Participants where recruited for the interviews based on their

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology (COE); Margaret B. Bailey P.E., Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COS); DeLois Kijana Crawford, Rochester Institute of Technology; Wendy A. Dannels, Rochester Institute of Technology (NTID)

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

with active learning pedagogies on student learning, and effective strategies for increasing gender diversity in STEM disciplines.Prof. Margaret B. Bailey P.E., Rochester Institute of Technology (COE) Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey teaches courses and conducts re- search related to Thermodynamics, engineering and public policy, engineering education, and gender in engineering and science. She is the co-author on an engineering textbook, Fundamentals of Engineering Thermodynamics, which is used worldwide in over 250 institutions. Dr. Bailey is the Principal Investi- gator (PI

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gretchen L. Hein, Michigan Technological University; Daniela Faas, Harvard University; Anne M Lucietto, Purdue University; Jacquelyn Kay Nagel, James Madison University; Diane L Peters P.E., Kettering University; Rebecca M. Reck, Kettering University; Mary C. Verstraete, The University of Akron; Deborah J. O'Bannon P.E., University of Missouri, Kansas City

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

Paper ID #15210The Changing Role of Professional Societies for AcademicsDr. Gretchen L. Hein, Michigan Technological University Gretchen Hein is a senior lecturer in Engineering Fundamentals at Michigan Tech. She have been teaching ENG3200, Thermo-Fluids since 2005. She also teaches first-tear engineering classes. She has been active in incorporating innovative instructional methods into all course she teaches. Her research areas also include why students persist in STEM programs and underrepresented groups in engineering.Dr. Daniela Faas, Harvard University Dr. Faas is currently the Senior Preceptor in Design Instruction