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Board 117: How Could a New Educational Design Broaden Inclusion of Higher Engineering Education in a Stratified System? Investigating the OIPI Initiative

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Assignment Evidence on the Effects and Operating Channels," J. Hum. Resour., vol. 57, no. 2, pp. 555-596, 2020.[14] B. J. Zimmerman, "A social cognitive view of self-regulated academic learning," J. Educ. Psychol., vol. 81, no. 3, pp. 329-339, 1989.[15] A. Bandura, Social foundations of thought and action: A social cognitive theory (Social foundations of thought and action: A social cognitive theory.). Englewood Cliffs, NJ, US: Prentice-Hall, Inc, 1986, p. 454.[16] B. Zimmerman, "Self-Regulated Learning and Academic Achievement: An Overview," Educ. Psychol., vol. 25, no. 1, pp. 3-17, 2010.[17] A. Bandura, "Temporal dynamics and decomposition of reciprocal determinism: A reply to Phillips and Orton

Relevance Score: 0.33021188

Work in Progress: Challenging the Narrative of Accessible Training Being a Burden: Developing Training on Belonging in a STEM University.

Conference Session: Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Heather Thiry
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Carroll, S.M. and B. Shaw, Dismantling Ableism: Promoting a Culture of Diversity, Equity, Inclusion, and Accessibility for Nurses with Disabilities. Journal of Psychosocial Nursing and Mental Health Services, 2024. 62(5): p. 2-3.8. (NCBDDD), N.C.f.B.D.a.D.D., Disability Impacts All of Us. 2024, Center for Disease Control.9. System, D.a.H.D., U.S. State Profile Data: Adults 18+ years of age. 2022, Center for Disease Control.10. Settles, I.H., N.T. Buchanan, and K. Dotson, Scrutinized but not recognized: (In)visibility and hypervisibility experiences of faculty of color. Journal of Vocational Behavior, 2019. 113(August): p. 62-74.11. McKinnon, I.I., et al., Experiences of Racism in School and Associations

Relevance Score: 0.3281549

The Danger of a Single Story: A Critical and Holistic Account of Rachel’s Experience in Computing for Broadening Participation

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nivedita Kumar, Florida International University; Stephen Secules, Florida International University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37223The Danger of a Single Story: A Critical and Holistic Account ofRachel’s Experience in Computing for Broadening ParticipationMrs. Nivedita Kumar, Florida International University Nivedita is pursuing her Ph.D. in Engineering & Computing Education at Florida International Univer- sity. She has a computer science and engineering background as well as K-12 teaching. She thinks about creating an inclusive learning environment using critical and feminist frameworks in undergraduate engineering and computing classrooms.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor

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Centering Disabled Women in STEM Professions: A Critique of Identity Isolation in STEM Data

Conference Session: Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

to center the experiences of disabled women of color, we use this demographicgroup as our reference point. Data was analyzed using Stata and data visualizations were createdin Microsoft Power BI. To investigate salary discrepancies, a chi-square test (Appendix B) wasused to assess the relationship between salary and racial/ethnic identities for females who reportedat least a moderate level of physical disability. Here we found a significant relationship betweensalary and racial/ethnic identity [𝜒2(48, N = 4,108) = 174.64, p= 0.00].Figure 1Salaries of College Graduates by Sex, Race/Ethnicity, and Disability StatusNote: A bar chart displaying the salary of STEM professionals in three bars (base salary, nophysical disabilities salary, and has

Relevance Score: 0.29805052

Counterspaces: Underrepresented Students Find Community and Supportive Learning Spaces During a Global Pandemic

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

focuses on three existing RedShirt programs embedded into the engineering colleges of threedistinct sites, all public universities located in the Midwest and West. Considering race and ethnicity,University A is not a predominantly white institution, instead it is over one-third Asian, one-quarterHispanic/Latino(a), one-fifth White, 4% African American, and almost 12% International students acrossundergraduate enrollment. University B includes a larger fraction of White students at 36%, but sizableenrollments of Asian students (23%), International (15%), Hispanic/Latino (9%), Southeast Asian (6.7%)and African American (4.5%). Finally, University C is truly predominantly White with over two-thirds ofundergraduate students reporting as White (66

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A Case Study: Making Facilitates an Engineering Student’s (Re)Negotiation with Her Disciplinary Relationships

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Studies, vol. 2, no. 3, pp. 175–195, 2010. [4] E. A. Cech, “Culture of disengagement in engineering education?” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42–72, 2014. [5] B. A. Danielak, A. Gupta, and A. Elby, “Marginalized identities of sense-makers: Reframing engineering student retention: marginalized identities of sense-makers,” Journal of Engineering Education, vol. 103, no. 1, pp. 8–44, 2014. [6] C. E. Foor, S. E. Walden, and D. A. Trytten, ““I wish that iI belonged more in this whole engineering group:” achieving individual diversity,” Journal of Engineering Education, vol. 96, no. 2, pp. 103–115, 2007. [7] S. Secules, A. Gupta, A. Elby, and E. Tanu, “Supporting the narrative agency of a marginalized

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Integrating Technical and Social Issues in Engineering Education: A Justice Oriented Mindset

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Turner, P. Hancock, B. Gordon, T. Carroll, and K. Stenger, “Scaffolding social justice in the engineering classroom: Constructing a more restorative, inclusive, engineering practice,” presented at the 2022 American Society of Engineering Education Annual Conference & Exposition, Minneapolis, MN, 2022.[2] D. M. A. Karwat, Engineering for the People: Putting Peace, Social Justice, and Environmental Protection at the Heart of All Engineering. National Academies Press (US), 2019. Accessed: Jan. 23, 2023. [Online]. Available: https://www.ncbi.nlm.nih.gov/books/NBK538716/[3] J. C. Garibay, “Beyond traditional measures of STEM success: Long-term predictors of social agency and conducting research for social change,” Res

Relevance Score: 0.29701594

Work In Progress: A Novel Approach to Understanding Perceptions of Race among Computing Undergraduates

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a professor of practice in Electrical and Computer Engineering & Computer Sci- ence at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida

Relevance Score: 0.2960351

Culturally Relevant Practices at Hispanic Serving Institutions: A Systematic Review of Engineering Education Literature

Conference Session: Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. References[1] Excelencia in Education (2023a). “Hispanic–serving institutions (HSIs): 2021–22,” 2023.[Online]. Available: https://www.edexcelencia.org/media/2105[2] A. M. Núñez, J. Rivera, J. Valdez, and V. B. Olivo. “Centering Hispanic-serving institutions’strategies to develop talent in computing fields,” Tapuya: Latin American Science, Technologyand Society, vol., 4, no. 1, pp. 1-20, 2021.[3] E. J. López, V. Basile, M. Landa-Posas, K. Ortega, and A. Ramírez. “Latinx students’ senseof familismo in undergraduate science and engineering,” The Review of Higher Education, vol.43, no. 1, pp. 85-111, 2019.[4] J. Morales-Chicas, M. Gomez, M. Gussman, and C. Kouyoumdjian. “A cultural wealthapproach to understanding Latin@s’ STEM mentee and mentor

Relevance Score: 0.29561356

Racialized Trauma for Black, Latin, and Indigenous Engineering Students: A Systematic Literature Review.

Conference Session: Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection: 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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, “Gender Complexity and Experience of Women Undergraduate Students within the Engineering Domain,” Sustainability, vol. 15, no. 1, 2023.[16] J. R. Posself and S. K. Lipson, “Competition, Anxiety, and Depression in the College Classroom: Variations by Student Identity and Field of Study,” J. Coll. Stud. Dev., vol. 57, no. 8, pp. 973–989, 2016.[17] K. G. Wilkins-Yel, A. Arnold, J. Bekki, M. Natarajan, B. Bernstein, and A. K. Randall, “‘I can’t push off my own Mental Health’: Chilly STEM Climates, Mental Health, and STEM Persistence among Black, Latina, and White Graduate Women,” Sex Roles, vol. 86, no. 3–4, pp. 208–232, 2022, doi: 10.1007/s11199-021-01262-1.[18] R. T. Carter et al., “Initial

Relevance Score: 0.2951415

Supporting Engineering Students’ Identity Work Regarding their Career Trajectories for a More Humanizing Engineering Future

Conference Session: Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Yume Menghe Xu, Tufts Center for Engineering Education and Outreach
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Values, vol. 39, no. 1, pp. 42–72, 2014.[4] C. McCall, L. D. McNair, and D. R. Simmons, “Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering,” J. Eng. Educ., vol. 110, no. 2, pp. 393–413, 2021.[5] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, 2012.[6] Y. M. Xu and B. Gravel, “A case study: Making facilitates an engineering student’s (re)negotiation with her disciplinary relationships,” in 2023 ASEE Annual Conference & Exposition, Baltimore, Maryland, 2023.[7] A. Calabrese Barton, H. Kang, E. Tan, T. B. O’Neill, J. Bautista-Guerra, and C. Brecklin

Relevance Score: 0.29457784

Characterizing STEM Education in Latin America: A Literature Review on Active Learning and Competencies

Conference Session: Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

each discipline; (b) the elimination of the barriersof the four disciplines, i.e. transforming the traditional vision of learning from isolatedconcepts disconnected from reality to a new form of the systemic interrelation of knowledge;(c) integration to reality, which means the conceptual connection of the four disciplines withreal-life experiences; and (d) rigorous and relevant experiences for students, which impliesengaging the student with the challenge of applying the holistic of the four disciplines to theirdaily problems [4].However, Bybee indicates that not all educational initiatives in the global north have a STEMfocus, although they call themselves STEM. It has been a permanent trend in developedcountries only to present a promise of

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Examining STEMM Mentorship within Student Organizations in Higher Education through a Critical Lens

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

: 10.17226/25568.[2] T. Weiston-Serdan and B. Sánchez, Critical Mentoring: A Practical Guide, 1st ed. New York: Routledge, 2023. doi: 10.4324/9781003443872.[3] C. N. Baker, “Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance,” Soc Psychol Educ, vol. 11, no. 3, pp. 273–298, Aug. 2008, doi: 10.1007/s11218-007-9050-y.[4] H. Arksey and L. O’Malley, “Scoping studies: towards a methodological framework,” International Journal of Social Research Methodology, vol. 8, no. 1, pp. 19–32, Feb. 2005, doi: 10.1080/1364557032000119616.[5] K. Fernandez, A. G. Buhler, and S. M. Rivera-Jimenez, “Methods for Conducting a Scoping Literature Review on Institutional

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A Liberatory Co-Curricular Program for Engineering Students: Investigating Impacts and Limitations Through Alumni Perspectives

Conference Session: Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

activism.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Jocelyn GarciaMaria Oralia Tinoco Alegre, Florida International UniversityMalak Elaouinate, Florida International University Malak Elaouinate is a Florida International University

Relevance Score: 0.29412815

An Experience Report on Reducing Barriers by Removing Prerequisites for a CS 1 Introductory Programming Course

Conference Session: Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Udayan Das, Saint Mary's College of California; Christopher Isaac Fulton
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

.2017.189.[5] G. Bui, N. Sibia, A. Zavaleta Bernuy, M. Liut, and A. Petersen, “Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2,” in Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1, Toronto ON Canada: ACM, Mar. 2023, pp. 889– 895. doi: 10.1145/3545945.3569752.[6] C. Chen, J. M. Kang, G. Sonnert, and P. M. Sadler, “High School Calculus and Computer Science Course Taking as Predictors of Success in Introductory College Computer Science,” ACM Trans. Comput. Educ., vol. 21, no. 1, pp. 1–21, Mar. 2021, doi: 10.1145/3433169.[7] M. Doyle, D. Kasturiratna, B. D. Richardson, and S. W. Soled, “Computer Science and Computer Information Technology majors together: Analyzing factors

Relevance Score: 0.29397228

An NSF-Funded Professional Development Series for Advancing Inclusion at a Hispanic-Serving Institution

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

practices related to culturally responsive pedagogy. a. Participating faculty are provided with inclusive language, activities, and diverse perspectives that address the science classroom climate to create a culture of inclusion, and engagement, from a strengths-based perspective. They are also provided opportunities to share their voice related to the material and its influence on their lived experience. b. Participating faculty learn about the importance of building STEM identity and its associated factors, which includes contributing to STEM knowledge, being recognized as a scientist or engineer, and

Relevance Score: 0.29361388

Work in Progress: Understanding Differential Experiences of Identity in Computing Environments Using a Computing Privilege Inventory

Conference Session: Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Computer Science Hall of Fame Inductee.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science & Engineering. She also served as an associate professor and interim co-chair in the School of Computing at Clemson University. Her research focuses on the design, implementation, and evaluation of technologies, programs, and curricula to support diversity, equity, and inclusion in STEM

Relevance Score: 0.29354003

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
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs,” Australas. J. Eng. Educ., vol. 25, no. 1, pp. 79– 89, Jan. 2020.[3] M. J. Grant and A. Booth, “A typology of reviews: an analysis of 14 review types and associated methodologies,” Health Inf. Libr. J., vol. 26, no. 2, pp. 91–108, 2009.[4] B. Fraser, Cognitive disability aesthetics: Visual culture, disability representations, and the (in)visibility of cognitive difference. University of Toronto Press, 2018.[5] S. Wendell, “Unhealthy disabled: Treating chronic illnesses as disabilities,” Hypatia, vol. 16, no. 4, pp. 17–33, 2001.[6] O. Barden and T. Cook, “Learning difficulties: Histories and cultures,” J. Lit

Relevance Score: 0.29331377

Unpacking Whiteness and Racialization in Engineering: A Multimodal Discourse Analysis of Social Media Posts

Conference Session: Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Joel Alejandro Mejia, The University of Texas at San Antonio; M. Sidury Christiansen, The University of Texas at San Antonio
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43645Unpacking Whiteness and Racialization in Engineering: A Multimodal DiscourseAnalysis of Social Media PostsDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical Engineering and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities, particularly

Relevance Score: 0.29321727

Peer and self-assessment of teamwork for students with accommodations in a project-based laboratory course.

Conference Session: Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Bridget M. Smyser, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

students to reflect ontheir teamwork skills and those of their teammates. Teams struggling with interpersonal ororganizational problems are contacted to provide suggestions to improve team functioning.Examples of these intervention emails are provided in Appendix B. These suggestions mayinclude links to useful websites or videos, templates for planning, or related articles from theliterature. In the case of one underperforming group member, that individual may be contactedseparately from the rest of the group to discuss what prevents them from contributing fully. Thisallows the instructor to attempt to head off group problems early in the term, rather than lettingthings fester until a crisis develops later in the term. Peer assessments were used

Relevance Score: 0.2929192

Changing the Landscape of the Digital Workforce and DEI: A Call to Action for Engineering Education

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Lopes and a. I. Edinbarough, "State of Industry 5.0—Analysis and Identification of Current Research Trends," Applied System Innovation, vol. 5, no. 1, p. 27, 2022.[2] X. Xu, Y. Lu, B. Vogel-Heuser and L. Wang, "Industry 4.0 and Industry 5.0—Inception, conception and perception," Journal of Manufacturing Systems, vol. 61, no. 1, pp. 530-535, 2021.[3] M. R. e. al., "Industry 4.0: The future of productivity and growth in manufacturing industries.," Boston consulting group, vol. 9, no. 1, pp. 54-89, 2015.[4] M. Gadre and A. Deoskar, "Industry 4.0–digital transformation, challenges and benefits," International Journal of Future Generation Communication and Networking, vol. 13, no. 2, pp. 139-149, 2020.[5] G. Culot, G

Relevance Score: 0.29271263

Engineering Students’ Perceptions of the Dynamics between Students and Instructors: A Humanizing Perspective

Conference Session: Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

the student-teacher relationship in clinical settings,” Nurse Educ Today, vol. 49, pp. 174–179, Feb. 2017, doi: 10.1016/j.nedt.2016.11.026.[20] H. A. Davis, “Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development,” Educ Psychol, vol. 38, no. 4, pp. 207–234, Sep. 2003, doi: 10.1207/S15326985EP3804_2.[21] R. Tormey, “Rethinking student-teacher relationships in higher education: a multidimensional approach,” High Educ (Dordr), vol. 82, no. 5, pp. 993–1011, Nov. 2021, doi: 10.1007/s10734-021-00711-w.[22] B. Hooks, Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge, 1993.[23] G. Sidky, “The power game

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Student and Instructor Experiences with a Seminar Course on Engineering and Social Justice

Conference Session: Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Ashish Agrawal, Rochester Institute of Technology (CET); Sarah Aileen Brownell, Rochester Institute of Technology (COE)
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

–72, 2014.[3] J. A. Leydens, J. C. Lucena, and D. M. Riley, “Engineering education and social justice,” in Oxford Research Encyclopedia of Education, 2022.[4] J. A. Leydens and J. C. Lucena, “Social Justice is Often Invisible in Engineering Education and Practice,” in Engineering Justice: Transforming Engineering Education and Practice, 2018, pp. 45–66. doi: 10.1002/9781118757369.ch1.[5] D. A. Martin, E. Conlon, and B. Bowe, “A multi-level review of engineering ethics education: Towards a socio-technical orientation of engineering education for ethics,” Sci. Eng. Ethics, vol. 27, no. 5, p. 60, 2021.[6] B. Stappenbelt, “Ethics in engineering: student perceptions and their professional identity,” JOTSE J. Technol. Sci

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Influences on Displaced Engineering Student Professional Identity Development: A Scoping Literature Review Across Forced Migration Contexts

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37075Influences on Displaced Engineering Student Professional IdentityDevelopment: A Scoping Literature Review Across Forced Migration Con-textsMargaret E.B. Webb, Virginia Tech Margaret (Maggie) Webb is a master’s and Ph.D. student in sustainable land development (civil engi- neering) and engineering education, respectively, at Virginia Tech. She graduated with her mechanical engineering degree from Rice University and worked for ExxonMobil as a subsea engineer and as a high school STEM teacher in a Houston charter school before starting grad school. Her research interests in- clude supporting the needs of

Relevance Score: 0.29223245

Towards a Distributed Model of Teaming: Instructor-driven Lessons from I-MATTER

Conference Session: Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Austin Morgan Kainoa Peters, Purdue University; Alice L. Pawley, Purdue University; Stephanie Masta, Purdue University; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

and colleagues’ work was originally based on articulations ofinterpersonal racialized harm, the concept of microaggressions also speaks to communities whoare marginalized along lines of gender, sexuality, dis/ability, citizenship, age, as well as the waysin which people experience marginalization along multiple dimensions at once. Sue andcolleagues have more recently [11] also offered a framework describing what they term as“microinterventions,” organized into four different types of response to microaggressions: (a)make the invisible visible, (b) disarm the microaggression, (c) educate the perpetrator, and (d)seek external reinforcement or support.The second framework we draw on is that of selective incivilities [12], [13], [14]. Cortina