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Disabled Student Experiences in Engineering Undergraduate Programs: A Scoping Literature Review (WIP)

Conference Session: Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Rachel Figard, University of Georgia
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #46261Disabled Student Experiences in Engineering Undergraduate Programs: AScoping Literature Review (WIP)Dr. Rachel Figard, University of Georgia Dr. Rachel Figard is an Assistant Professor at the University of Georgia in the Engineering Education Transformations Institute (EETI) and the Department of Environmental, Civil, Agricultural, and Mechanical Engineering (ECAM). Her primary areas of research include disabled student experiences, design justice, the impact of institutional policy and practice on student experience, and accessible user experience design. She received a Ph.D. in Engineering Education Systems

Relevance Score: 0.2905284

Examining the Impact of Introductory Mathematics Courses on Undergraduate Students’ Desire to Pursue a STEM Major

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

empowering the next generation. Through her involvement in the Improving Girls’ Math Identity Through Problem Solving and Mentorship Bass Connections Research Team at Duke University, she became particularly interested in reducing student dependence upon supplemental organizations to compensate for unsupportive STEM classroom environ- ments.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 in the Department of Computer & Information

Relevance Score: 0.2900507

Tuition Equity: A Study of the Impact of Upper/Lower Division Tuition Rates

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nicholas A. Baine. P.E., Grand Valley State University; Karl Brakora, Grand Valley State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #36934Tuition Equity: A Study of the Impact of Upper/Lower Division TuitionRatesDr. Nicholas A. Baine. P.E., Grand Valley State University Nicholas Baine, Ph.D., P.E., is an Associate Professor in the School of Engineering at Grand Valley State University. His expertise is in the design of electrical control systems and sensor data fusion. As an instructor, he specializes in teaching first-year courses, probability and signal modeling, and control sys- tems. He has also been active in ASEE, serving on the board of the North Central Section, and publishing papers on a variety of topics which include ABET

Relevance Score: 0.29001415

Board 114: Amplifying Resilience and Becoming Critical Advocates: Three Black Engineering Students' Experiences in a Multi-Institutional Summer Camp Collaboration

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

- aamt/docview/2667263062/se-2.[5] P. H. Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, 2nd ed. New York: Routledge, 2000, pp. 69–96.[6] A. Walker, In Search of Our Mothers’ Gardens. Betascript Publishing, 1983.[7] G. Anzaldúa, Borderlands/La Frontera: The New Mestiza. San Francisco: Aunt Lute Books, 1987.[8] S. B. Coutin, Legalizing Moves: Salvadoran Immigrants’ Struggle for U.S. Residency. Ann Arbor: University Of Michigan Press, 2003.[9] B. A. Burt, K. L. Williams, and W. A. Smith, “Into the storm: Ecological and sociological impediments to Black males’ persistence in engineering graduate programs,” American Educational Research Journal, vol. 55, no. 5, pp. 965

Relevance Score: 0.28581375

Grounding Change: Exploring Ambiguity in Geophysical Methods to Foster Decolonized Thinking in Engineering

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: Alexandra DakotaTomi Brunson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Elizabeth A. Reddy, Colorado School of Mines
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

curricula,” Nature, vol. 505, no. 7484, pp. 477–478, Jan. 2014, doi: 10.1038/505477a.[14] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Sci. Technol. Hum. Values, vol. 39, no. 1, pp. 42–72, Jan. 2014, doi: 10.1177/0162243913504305.[15] B. M. J. Brayboy and A. E. Castagno, “Self‐determination through self‐education: culturally responsive schooling for Indigenous students in the USA,” Teach. Educ., vol. 20, no. 1, pp. 31–53, Mar. 2009, doi: 10.1080/10476210802681709.[16] M. A. Diemer, E. H. McWhirter, E. J. Ozer, and L. J. Rapa, “Advances in the Conceptualization and Measurement of Critical Consciousness,” Urban Rev., vol. 47, no. 5, pp. 809–823, Dec. 2015, doi: 10.1007/s11256-015-0336-7.[17] J. A

Relevance Score: 0.28294116

Improving Video-Conference Workshops through an Intersectionality Lens

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #39099Improving Video-Conference Workshops through an Intersectionality LensDr. Carol Elizabeth Marchetti, Rochester Institute of Technology Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.Prof. Margaret B. Bailey, P.E., Rochester Institute of Technology 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

Relevance Score: 0.28249878

BOARD #157: Exploring the Impact of Academic Accommodations on Student Success: A Comparative Analysis Across University Types and COVID-19 Trends

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Lekshmi Sasidharan, University of Arkansas; Rajani Muraleedharan, Saginaw Valley State University; Tina Thomas
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

: They do make a difference. Journal ofTeaching Disability Studies.[6] Kim, W. H., & Lee, J. (2016). The Effect of Accommodation on Academic Performanceof College Students with Disabilities. Rehabilitation Counseling Bulletin, 60(1), 40-50.https://doi.org/10.1177/0034355215605259[7] Abreu, M., Hiller, A., Frye, A., & Goldstein, J. (2016). Student experiences utilizingdisability support service in a university setting. College Student Journal, 50(3), 323–328.https://www.projectinnovation.com/college-student-journal.html[8] Lovett B., “Educational Accommodations for Students with Disabilities: Two Equity-Related Concerns”, Frontiers in Education. 6. 10.3389/feduc.2021.795266. 2021.[9] NSF News, "NSF's NCSES releases report on diversity

Relevance Score: 0.2445247

Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

research includes exploring a) how integrating holistic, socio-culturally responsive practices and His- panic/Latine cultural assets and values into educational success strategies influences Hispanic/Latine stu- dents’ sense of belonging in engineering and b) how Hispanics/Latines experience values conflicts in engineering and then navigate/reconcile those conflicts, as students or professionals.Dr. Peter Golding, University of Texas, El Paso Professor in the Department of Engineering and Leadership at UTEP. ©American Society for Engineering Education, 2023Piloting a socio-culturally responsive peer-mentoring program to promote HLX+ students’ sense of belonging in engineering education: Lessons

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Constructing the Future from Where We Already Stand: A Workshop Bridging Latine Everyday Ingenuity and Connected Learning

Conference Session: Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Raul Mishael Sedas, Caltech; LIGO
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Data collected from the various sources underwent Narrative Analysis or NarrativeInquiry [33], [34], focusing on human experiences conveyed through stories [35], [36]. Specificattention was given to responses concerning (a) everyday ingenuity artifacts, (b) comparisonsbetween engineering and everyday ingenuity, and (c) speculative ideas and stories framing thedesign workshop. Integration of additional relevant information from various sources, such asfavorite photos from the online blog [31] and responses on the online board, complemented theanalysis. The subsequent section presents the findings from each session chronologically.Findings During the three design sessions, particularly the brainstorming segments, thecollaboration between

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Asset-Based Approaches to Transformative Learning: Community and Culture in an Undergraduate Engineering Research Program at a Hispanic Serving Institution

Conference Session: Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Hilda Cecilia Contreras Aguirre, New Mexico State University; Patricia Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

25-28, 2023, Baltimore, Maryland.[3] K. D. Gutiérrez and B. Rogoff, “Cultural ways of learning: Individual traits or repertoires of practice,” Educational Researcher, vol. 32, issue 5, pp. 19–2, 2003.[4] E. J. López, V. Basile, M. Landa-Posas, K. Ortega, and A. Ramirez, "Latinx students' sense of familismo in undergraduate science and engineering," The Review of Higher Education, vol. 43, issue 1, pp. 85-111, 2019.[5] P. O. Garriott, R. L. Navarro, L. Y. Flores, H.-S. Lee, A. Carrero Pinedo, D. Slivensky, M. Muñoz, et al., "Surviving and thriving: Voices of Latina/o engineering students at a Hispanic serving institution," Journal of Counseling Psychology, vol. 66, issue 4, pp. 437-477, 2019.[6] J. A

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Using Academic Controversy in a Computer Science Undergraduate Leadership Course: An Effective Approach to Examine Ethical Issues in Computer Science

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

) 5. Synthesize and Integrate the Best Evidence into a Joint Position: The four members of the group drop all advocacy to synthesize and integrate what they learned. Each group creates a synthesis of what is now known; our experience is that they do not have difficulty with this, possibly because of the dual perspectives they have taken. They summarize a joint position to which both sides agreed. Subsequently, they (a) prepare a cooperative report with each member of the group selecting a topic supporting the synthesis and writing a paragraph supported by the research; (b) combine their paragraphs into a single paper and refine the flow of the paper; (c) present their conclusions to the class

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Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

“verycomfortable”. B) Number of students at each time point who indicated the degree to which theyagreed “the course will increase (pre-course)/increased (mid-course and end-of-course) mycomfort in discussing ARDEI concepts”. Course impact survey questions at each time point wereconducted using a 4-point Likert scale ranging from “strongly disagree” to “strongly agree”.The course increased student confidence in connecting social justice topics to their researchand daily lives but confidence level plateaus at the mid-course pointIncreasing student confidence in connecting social justice topics to their research and daily lives,from the lab to implementation, will facilitate willingness and ability to engineer consideringsocial justice. This increased

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Mobilizing Resources in a Community of Practice: How Academic Change Agents Work Toward Equity in their Change Projects

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, 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
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

mobilization and social and political movements," inHandbook of political citizenship and social movements, H. van der Heijden, Ed. MA: EdwardElgar Publishing, 2014, pp. 205-232.[3] R. Tarlau, “From a Language to a Theory of Resistance: Critical Pedagogy, the Limits of“Framing,” and Social Change,” Educational Theory, vol. 64, no. 4, pp. 369-392, Aug. 2014.[4] N. Slate, ““The Answers Come from The People”: The Highlander Folk School and thePedagogies of the Civil Rights Movement,” History of Education Quarterly, vol. 62, no. 2, pp.191-210, May 2022.[5] D. B. Cornfield, J. S. Coley, L. W. Isaac, and D. C. Dickerson, “The Making of a Movement:An Intergenerational Mobilization Model of the Nonviolent Nashville Civil Rights Movement,”Social Science

Relevance Score: 0.23668942

“It’s just a name tag”: The Persistence of Caste Through Caste-Blind Discourses in U.S. STEM Education

Conference Session: Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection: 2025 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

appreciation extends to the members of my research group, whose feedback andsolidarity have continually shaped and strengthened my thinking. Their presence has made thisjourney intellectually rich and personally meaningful. 9. References[1] A. B. and N. G. Ruiz, “Key facts about Asian Americans, a diverse and growing population,” Pew Research Center. Accessed: May 30, 2024. [Online]. Available: https://www.pewresearch.org/short-reads/2021/04/29/key-facts-about-asian-americans/[2] S. Venkatraman, “Brown University becomes first Ivy League school to add official caste protections,” NBC News. Accessed: May 30, 2024. [Online]. Available: https://www.nbcnews.com/news/asian-america/brown-university-becomes-first-ivy-league- school-add

Relevance Score: 0.23668942

Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and Positionality

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, not white, that experience the fullest brunt of sexism in Black and white spaces. [6, p. 170].Beddoes and Borrego define the “intersectional branch” of feminist theory succinctly as onewhere “gender must be understood in relation to other identities or hierarchies that form complexintertwining of identity and oppression” [12, p. 285]. At the same time, intersectional feminismis a complex set of ideas that are difficult to define in a sentence. Moradi and authors [10]summarize these complex ideas from the voices of Black women and WOC as: key ideas that (a) race, class, gender, sexualities, and other axes are systems of power; (b) these systems of power are interconnected and function together to result in inequalities

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Work In Progress: Implementation of a Skills Based Approach to Diversity, Equity, and Inclusion in Senior Undergraduate Aerospace Capstones

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Sara E. Lego, Pennsylvania State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

,” American Sociological Review, April 2009.[3] Hunt, V.; Layton, D.; and Prince, S., Diversity Matters [Public Report, McKinsey & Company, Online], Feb. 2, 2015. Available: https://www.mckinsey.com/~/media/mckinsey/business functions/people and organizational performance/our insights/why diversity matters/diversity matters.pdf. [Accessed Aug. 5 2021].[4] Noland, M.; Moran, T.; and Kotschwar, B., “Is Gender Diversity Profitable? Evidence from a Global Survey,” [Peterson Institute for International Economics, Working Paper Series, WP 16-3], February, 2016. Available: https://www.piie.com/sites/default/files/documents/wp16-3.pdf. [Accessed Aug. 5, 2021.][5] Watson, W.E. ; Johnson, L.; Zgourides, G.D., “The

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Strategies Promoting Undergraduate Retention (SPUR): Identifying Strategies to Help Students Reach Graduation through a Student-Driven Approach

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Arielle Marie Rainey, Colorado School of Mines; Heather Renee Houlton, Colorado School of Mines
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

space toshare their stories through open-ended questions, and through survey items relating to senseof belonging and mental health. Through identifying different or similar patterns betweenpopulations, we will pinpoint what structures within the institution would be most effectivefor implementing retention strategies, and how those may differ between BIPOC and whitestudent populations.References1. D. R. Johnson, T. H. Wasserman, , N. Yildirim & B. A. Yonai (2013). “Examining the effects of stress and campus climate on the persistence of students of color and white students: An application of Bean and Eaton’s psychological model of retention.” Research in Higher Education, 55(1), 75–100. https://doi.org/10.1007/s11162-013

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Placating Whiteness in Engineering: Operating Under Fear as a Result of Whiteness and the Urgent Need to Achieve Racial Justice

Conference Session: Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, 2017. 7. D. Riley, A. Slaton, & A. Pawley, “Social justice and inclusion: Women and minorities in engineering,” in Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge University Press, 2014. 8. K. L. Tonso, “The impact of cultural norms on women,” Jrnl. of Engr. Ed., vol. 85, no. 3, pp: 217-225, 1996. 9. American Society for Engineering Education, Engineering and Engineering Technology by the Numbers, 2019. 10. National Science Board, “Science and engineering indicators 2018,” National Science Foundation. https://www.nsf.gov/statistics/indicators/, 2018. 11. Z. Leonardo, Race, Whiteness, and Education. Oxfordshire, UK: Routledge, 2009. 12. M. Omi, and H. Winant

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Exploring Early-Career Professionals’ Conceptions of 'Stretch Assignments': A Qualitative Study of Recent Graduates from Engineering and Non-Engineering Fields

Conference Session: Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, conceptualize “stretch assignments” in their early-career experiences? a. How do they define it? b. How do they talk about its value? c. How do they talk about its potential challenges or pitfalls? d. How do they talk about access to a stretch assignment—how one gets these opportunities? Research Question 2: Where do they learn about stretch assignments? What are their formative experiences to this end? Research Question 3: To what extent do these early career conceptions of stretch assignments reveal conditions and processes that research has shown can exacerbate inequality? Practice Question 4: Overall, what can their words tell us in terms of how to elevate

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Examining the Effect of Social, Cultural, and Political Factors on the Wellness of International Students in Engineering Doctoral Programs: A Collaborative Inquiry

Conference Session: Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

different identities intersect to inform international graduate students’experiences could be the focus of future studies, as well. Finally, it would be a worthy study tofurther investigate the impact of holistic wellness, or lack thereof, on international graduatestudents’ academic performance as well as their persistence and attrition decisions. ReferencesAdams, T. B., & Bezner, J. R. (2000). Conceptualization and Measurement of the Spiritual and Psychological Dimensions of Wellness in a... Journal of American College Health, 48(4), 165.Almaawali, M. S. (2024). Wellness Practices of Minority International Students: A Grounded Theory Study. Journal of International Students, 14(3

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Board 115: Examining Engineering Students’ Gender and Racial Effects in College Course Team Peer Assessment: A Quantitative Intersectional Approach

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, 2019.[12] M. Ong, N. Jaumot‐Pascual, and T. Ko. Lily, "Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis," Journal of Engineering Education, vol. 109, no. 3, pp. 581-615, 2020.[13] M. Borrego, K. Jennifer, L. D. McNair, and K. Beddoes, "Team effectiveness theory from industrial and organizational psychology applied to engineering student project teams: A research review," Journal of Engineering Education, vol. 102, no. 4, pp. 472-512, 2013.[14] B. Beigpourian, and M. W. Ohland, "A systematized review: Gender and race in teamwork in undergraduate engineering classrooms," In 2019 ASEE Annual Conference & Exposition, Tampa, FL, USA, June 15-19, 2019.[15] N. M

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Board 118: Mixing it Up: A Pilot Study on the Experiences of Mixed-Race Asian-American Students in Engineering

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Culturally Competent Research,” Qualitative Social Work, vol. 10, no. 2, pp. 190–206, Jun.2011.[15] K. Malterud, V. D. Siersma, and A. D. Guassora, “Sample Size in Qualitative InterviewStudies: Guided by Information Power,” Qualitative Health Research.[16] M. Borrego, E. P. Douglas, and C. T. Amelink, “Quantitative, Qualitative, and MixedResearch Methods in Engineering Education,” Journal of Engineering Education, vol. 98, no. 1,pp. 53–66, Jan. 2009.[17] M. B. Miles, A. M. Huberman, and J. Saldaña, Qualitative data analysis: a methodssourcebook, Fourth edition. Los Angeles: SAGE, 2020.[18] R. K. Yin, Case study research: design and methods, Fifth edition. Los Angeles: SAGE,2014.[19] US Department of Education, “Eligibility -- Asian American and

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The Prestige Game: Making Visible the Mental Health Effects of Institutional Prestige Seeking on Underrepresented STEM Students

Conference Session: Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Katherine Robert, Colorado School of Mines; Jessica Deters, University of Nebraska - Lincoln; Jon A. Leydens, Colorado School of Mines
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

neurodiversity inengineering education. Frontiers in Education.Cohen, A. M., & Kisker, C. B. (2010). The Shaping of American Higher Education: Emergenceand Growth of the Contemporary System (2nd ed.). San Francisco: Jossey-Bass.DiMaggio, P. J., & Powell, W. W. (1983, April). The Iron Cage Revisited: InstitutionalIsomorphism and Collective Rationality in Organizational Fields. American Sociological Review,48(2), 147-160.Godfrey, E., & Parker, L. (2010, January). Mapping the Cultural Landscape in EngineeringEducation. Journal of Engineering Education, 5-22.Gonzales, L. D., & Núñez, A.M. (2021). The ranking regime and the production of knowledge:Implications for the academy. In A. Welch, & J. Li (Eds.), Measuring up in higher education

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Common Metrics: Lessons from Building a Collaborative Process for the Examination of State-level K–12 Computer Science Education Data

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Rebecca Zarch, SageFox Consulting Group; Sarah T. Dunton; Jayce R. Warner, University of Texas, Austin; Jeffrey Xavier; Joshua Childs, University of Texas, Austin; Alan Peterfreund, SAGE
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

understanding the pressing issues including legislative opportunities (new CSEdcoordinators, call for state CSEd plans, or funding allocated for CSEd).The sessions during the Initial framing phase on subjectivity and bias and, relatedly, on engagingothers with the data story are important in enabling the teams to understand in advance a) howthey want to own their state BPC story and b) how others in the BPC arena make choices abouthow they present data in ways that may be counterproductive to the ECEP team’s BPC advocacywork. These sessions are both cautionary and empowering for the teams.Understanding the data ecosystemWithin the first 6 months of the first CMP cohort the research team designed a process thatallows for a clear understanding of where

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Ethical Engineering Practice through Language: A Case Study Based on the Flint Water Crisis for Teaching Language and Style

Conference Session: Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Elisa Bravo, University of Michigan; Clay Walker, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

; Education, 29(4), 981–1005. https://doi.org/10.1007/s11191-020-00151-5Paretti, M. C., and J. D. Ford. "Written communication in engineering work." The Routledge International handbook of research on writing. Routledge, 2023. 460-474.Paretti, Marie C., Lisa D. McNair, and Jon A. Leydens. “Engineering Communication.” Cambridge Handbook of Engineering Education Research. Ed. Aditya Johri and Barbara M. Olds. Cambridge: Cambridge University Press, 2014. 601–632. Print.Poe, M., et al (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press.Rosencrants, T., McCloskey, M., & McDonnell, S. (n.d.). City of Flint Community Profiles by Ward.Rodrigues, R. B., & Cicek, J

Relevance Score: 0.23273127

Critical Consciousness, Equity, and Speculative Futures: Reframing AI as a Catalyst for Human Connection and Systemic Change in Engineering Education

Conference Session: Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nadia N. Kellam, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

: crafting the speculation,” Digit. Creat., vol. 24, no. 1, pp. 11–35, Mar. 2013, doi: 10.1080/14626268.2013.767276.[16] M. S. Shaw, J. J. Coleman, E. E. Thomas, and Y. B. Kafai, “Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education,” J. Learn. Sci., vol. 32, no. 1, pp. 52–75, Jan. 2023, doi: 10.1080/10508406.2023.2179847.[17] G. Smith, “Crafting Gender/Crafting Boundaries: Reimagining ‘Authentic’ Gender Performance in Feminized Activities,” University of Virginia, 2015. doi: 10.18130/V3PQ3W.[18] J. Buolamwini, “Algorithmic Justice League.” [Online]. Available: https://www.ajl.org/[19] J. Buolamwini, “Get Ready to Drag

Relevance Score: 0.23221701

Report on a Student Community of Practice Program's Impact on Career Preparedness and Sense of Belonging Among Underserved Undergraduate Students in the Electrical & Computer Engineering Major

Conference Session: Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

]. The arc of these changes, based onliterature review and data gathered from program participants, (also depicted in Fig. 1) hasmoved toward: A. Creating a transformative learning environment through interest-based communities in which participants have opportunities to interact with key program factors for transformative learning. Specifically and primarily, ensuring an inclusive environment where diverse participants collaborate with each other. [2] B. Identifying and increasing program elements that are particularly impactful for our underserved participant groups in order to support the transformative, inclusive, and critically-aware learning environment. [3] C. Reorganizing and re-focusing the program as a

Relevance Score: 0.20666109

Towards social, popular and local practices for technology development: an example of an engineering course developed in dialogue with residents of a rural encampment in Southeast Brazil

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: Paula Rodrigues Affonso Alves, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Kari Zacharias, University of Manitoba; Renato Alan Bezerra Rodrigues, University of Manitoba
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

, pressing the crushed mass, toasting the pressed mass and packagingthe flour ready for consumption. The main machinery includes the cassava grater, a press to extract the liquidand a pan oven to dry the mass.” Translated from [13].References[1] A. Ochoa-Duarte, J. I. Peña-Reyes and J. D. Reina-Rozo, "Engaged Engineering: Learning from the Systematization of Experiences from Latin America that make the path towards Buen Vivir," in 21st LACCEI International Multi-Conference for Engineering, Education, and Technology, Buenos Aires, Argentina, 2023.[2] B. Bond-Trittipo, J. Valle, D. S. Seculer and A. Green, "Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies," in CoNECD - Collaborative Network for

Relevance Score: 0.20460409

Work In Progress: Evaluating the Cultural Context of Engineering and Engineering-Related Concept Inventory Assessment Items

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Shauna N. Adams, Purdue University, West Lafayette ; Kerrie A. Douglas, Purdue University, West Lafayette ; Philip Goldberg, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engineering education, vol. 32, no. 5, pp. 1960– 1971, 2016.[2] N. Jorion, B. D. Gane, K. James, L. Schroeder, L. V. DiBello, and J. W. Pellegrino, “An analytic framework for evaluating the validity of concept inventory claims,” J. Eng. Educ., vol. 104, no. 4, pp. 454–496, Oct. 2015, doi: 10.1002/jee.20104.[3] J. W. Pellegrino, L. V. DiBello, K. James, N. Jorion, and L. Schroeder, “Concept inventories as aids for instruction: a validity framework with examples of application,” p. 7, 2011.[4] G. O. Boateng, T. B. Neilands, E. A. Frongillo, H. R. Melgar-Quiñonez, and S. L. Young, “Best practices for developing and validating scales for health, social, and behavioral research: a primer,” Frontiers in Public Health, vol. 6, no

Relevance Score: 0.20366937

How Engineering Faculty, Staff and Administrators Enact and Experience Diversity Programs.

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Confidence at the Intersection of Race/Ethnicity and Gender,” Res. High. Educ., vol. 55, no. 8, pp. 810–832, Dec. 2014, doi: 10.1007/s11162-014-9333-z.[8] T. J. Weston, “Patterns of Switching and Relocation,” in Talking about Leaving Revisited, E. Seymour and A.-B. Hunter, Eds. Cham: Springer International Publishing, 2019, pp. 55–85. doi: 10.1007/978-3-030-25304-2_2.[9] M. M. Camacho and S. M. Lord, “"Microaggressions" in engineering education: Climate for Asian, Latina and White women,” in 2011 Frontiers in Education Conference (FIE), Rapid City, SD, USA, Oct. 2011, pp. S3H-1-S3H-6. doi: 10.1109/FIE.2011.6142970.[10] V. Ray, “A Theory of Racialized Organizations,” Am. Sociol. Rev., vol. 84, no. 1, pp. 26– 53, Feb. 2019, doi

Relevance Score: 0.19955537

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