Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

2007 Annual Conference & Exposition (pp. 12-1300).Chacon-Hurtado, D., & Sirota, S., & Hertel, S. (2022, August), Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41593Chacon-Hurtado, D., Kazerounian, K., Hertel, S., Mellor, J., Barry, J. J., & Ravindran, T. (2023). Engineering for human rights: The Theory and practice of a human rights–based approach to engineering. Science, Technology, & Human Values, forthcoming (onlinefirst).Covell, K., & Howe, R. B. (1999). The impact of children's rights education: Canadian study. International Journal

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #47770WIP: Examining the Experiences of Neurodivergent Learners in STEM Fieldsin Their Transition to and Engagement with Online LearningMr. Alec Jon Bauer, Clemson University I am currently a senior at Clemson University, majoring in Biology and pursuing a pre-medical track with plans to apply to medical school. I have personally experienced the challenges associated with transitioning to online learning. This research is particularly meaningful to me, as I understand the significant impact such transitions can have on neurodivergent learners. However, I am committed to leading this study objectively, ensuring

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

for those items was: In my School, it is easy for me to findsupport services for a) Psychological accompaniment, b) Planning my career with academiccounseling, c) Receiving academic tutoring, d) Find health and wellness support services, ande) Get involved in sports and complementary areas (leadership, diversity, and gender,participatory meetings, etc.). For this dimension of "Perceived Institutional Support," thepossible response scale of the Likert type included the possibility of answering with 0. I donot know that service. Table 1. Sample items by survey dimensions. Dimensions Sample items Sense of belonging- I feel comfortable asking a teacher for help when I don't understand the subject

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

]. Landreman’s et al. [5] critical consciousness model in Figure 1 echoes Freire’s ideologiesbut moves from theory to action in two distinct phases. In phase one, four themes emerge inraising awareness critically: (a) “exposure to diversity”, (b) “critical incidents”, (c) “self-reflection”, and the (d) “aha moment” [5, p. 281]. Our exposure geographically or interactionswith people of diverse communities serves as the initial stage of raising awareness. Theconvergence of multifaceted dimensions of cultural identity prompts the realization of socialstratifications encircling race and gender, bias, and stereotypes [5]. Not including an invitationto reflect upon our position and how it is situated in society, culture, communities, and more in asocially

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37342Talking Tech: How Language Variety in Engineering Curriculum InstructionCan Ease Delivery and Engage StudentsIngrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University. She works to teach from an integrated sociotechnical perspective in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38914Music, Coding, and Equity: An Exploration of Student and TeacherExperiences in Decoding Messaging and Discussing Equity with the ”YourVoice Is Power” CurriculumDr. Sunni Haag Newton, Georgia Institute of Technology Sunni Newton is currently a Senior Research Scientist at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educatiRoxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

movement in education,” Curr. Issues Comp. Educ., vol. 25, no. 2, 2023.[4] J. Peloso, “Environmental justice education: Empowering students to become environmental citizens,” Penn GSE Perspect. Urban Educ., vol. 5, no. 1, pp. 1–14, 2007.[5] L. Pulido and J. De Lara, “Reimagining ‘justice’in environmental justice: Radical ecologies, decolonial thought, and the Black Radical Tradition,” Environ. Plan. E Nat. Space, vol. 1, no. 1–2, pp. 76–98, 2018.[6] M. L. Miles, A. Schindel, K. S. Haq, and T. Aziz, “Critical examination of environmental justice education: a systemic review.,” Rev., n.d..[7] R. D. Bullard, Dumping in Dixie: Race, class, and environmental quality. Routledge, 2018.[8] D. Schlosberg and L. B. Collins, “From

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

were several considerations that deterred us from that decision.First, it was important that we considered for the BIPOCx contingent faculty the followingfactors were considered: (a) authenticity and trust-building; (b) protection of participants frompotential repercussions to their work and livelihood; and (c) sustainability and effectiveness ofgrassroot initiatives. For ‘a’, authenticity and trust-building, BIPOCx contingent faculty inengineering are highly marginalized and severely understudied and supported. Placing thesecontingent faculty in any position where inherent power differentials to senior-level facultyand/or administrators will compromise the goals and vision for the project. Thus, we needed todeviate from “traditional

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University

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Culture & Social Justice in Education Division (EQUITY), Equity

financial support was working as a teacheror research assistant at the college of engineering. Scholarships such as alumni scholarships anduniversity scholarships were also among the available financial support resources available to theparticipating engineering undergraduates.5. Limitations The primary limitations of this study pertain to the participant sample, potentially impactingthe generalizability of the findings. Firstly, the study utilized a convenience sample drawn fromthe undergraduate engineering student body at the USU College of Engineering. The utilization ofconvenience sampling may have led to several issues, including a) limitations in thegeneralizability of results to other contexts, and b) potential bias in results due to the

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

educators ourselves who have mentored students through the transition from school to work,we see the need to support this critical transition with ongoing student-faculty-practitionerconversations about organizational navigations. And as we more continuously grapple, together,with deep-seated dimensions of inequality in engineering education and practice, we look up tothe possibility of real change.References[1] S. R. Brunhaver, R. F. Korte, S. R. Barley, and S. D. Sheppard, “Bridging the gaps between engineering education and practice,” in U.S. Engineering in a Global Economy, R. B. Freeman and H. Salzman, Eds. Chicago, IL: University of Chicago Press, 2018, pp. 129- 163.[2] E. H. Gorman and S. Mosseri, “How organizational

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #37578How Do Students Take up Notions of Environmental Racism in anEngineering Computational Methods Course?Dr. Desen Sevi Ozkan, Tufts University Desen is a postdoctoral researcher at Tufts University in the Center for Engineering Education Outreach and the Institute for Research on Learning and Instruction Tech. She holds a Ph.D. in Engineering Edu- cation from Virginia Tech and a B.S. in Chemical Engineering from Tufts University.Ms. Cynthia Hampton, Virginia Tech Cynthia Hampton is a postdoctoral fellow with the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech. She has done work as a

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #46439Beyond the Binary: Interdisciplinary Approaches to Trans ContextsCole Thompson, Purdue University at West Lafayette (COE) Cole is currently a PhD student at Purdue University in the School of Engineering Education. Their research interests include assessing the education experiences of nonbinary students and the intricacies of nonbinary and engineering identity.Stephanie Masta, Purdue University at West Lafayette (PPI) Member of the Sault Ste Marie Tribe of Chippewa Indians and educational researcher focused on issues of equity in Black and Brown education in the United States

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

Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

: https://doi.org/10.1038/s41467-021-23898-z.[6] C. J. Yeh, S. Stanley, C. A. Ramirez, and N. E. Borrero, “Navigating the ‘Dual Pandemics’: The Cumulative Impact of the COVID-19 Pandemic and Rise in Awareness of Racial Injustices among High School Students of Color in Urban Schools,” Urban Education, p. 004208592210978, Apr. 2022, doi: https://doi.org/10.1177/00420859221097884.[7] Cochran, G. L., Troncone, B., Evangelista, B. R., Vera, P. J. C., Tajudeen, G. O., Mosley, N., ... and C. Ptak, “Understanding the Impact of Inequity on Student Learning Experiences During a Time of Multiple Crises,” In 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021.[8] B. Hartsell, “Teaching Toward

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

,” Anal. Soc. Issues Public Policy, vol. 22, no. 1, pp. 315–337, Apr. 2022, doi: 10.1111/asap.12290.[8] R. Campbell-Montalvo et al., “Sexual and gender minority undergraduates’ relationships and strategies for managing fit in STEM,” PLOS ONE, vol. 17, no. 3, p. e0263561, Mar. 2022, doi: 10.1371/journal.pone.0263561.[9] E. A. Cech, “LGBT Professionals’ Workplace Experiences in STEM-Related Federal Agencies,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.1094.1-26.1094.10. Accessed: Sep. 19, 2021. [Online]. Available: https://peer.asee.org/lgbt-professionals-workplace-experiences-in-stem-related-federal- agencies[10] B. E. Hughes, “Coming out in STEM: Factors affecting retention of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Engineering Students,” Journal of Engineering Education, vol. 101, no. 3, pp. 439–468, 2012, doi: 10.1002/j.2168-9830.2012.tb00057.x.[8] C. Kang, H. Jo, S. W. Han, and L. Weis, “Complexifying Asian American student pathways to STEM majors: Differences by ethnic subgroups and college selectivity,” Journal of Diversity in Higher Education, pp. 1–11, 2021, doi: 10.1037/dhe0000326.[9] A. R. Castro and C. S. Collins, “Asian American Women in STEM in the Lab with ‘White Men Named John,’” Science Education, vol. 105, no. 1, pp. 33–61, Jan. 2021.[10] M. J. Lee, J. D. Collins, S. A. Harwood, R. Mendenhall, and M. B. Huntt, “‘If you aren’t White, Asian or Indian, you aren’t an engineer’: racial microaggressions in STEM education

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

semester. Studentssurveyed included those in the Cornerstone of Engineering course in the First Year Engineering(FYE) program and those in the Capstone Design course (Capstone). Students were asked toprovide the name of the street they grew up on as an identifier, in order to match before and aftersurvey information. A similar but not identical set of surveys, found in Appendix B, wasadministered to both groups near the end of the term. This will be referred to as the After survey.Survey data was compiled, and Pearson’s product-moment correlation analysis was used todetermine any significant relations between the responses to the Likert questions. Answers to theopen-response questions were examined for common themes. After themes were developed

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

. Wolfinbarger, R. L. Shehab, D. A. Trytten, and S. E. Walden, “The influence of engineering competition team participation on students’ leadership identity development,” J. Eng. Educ., vol. 110, no. 4, pp. 925–948, Oct. 2021, doi: 10.1002/jee.20418.[18] J. Wolfe, B. A. Powell, S. Schlisserman, and A. Kirshon, “Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?,” presented at the ASEE’s 123rd Annual Conference and Exposition, American Society for Engineering Education, 2016.[19] M. Marinelli, S. Male, L.-V. Kim, and Z. Sydney, “Development of Educators’ Resources for Creating Inclusive Teamwork in Engineering and Computer Science,” presented at the 30th Australasian

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

., & Jayasuriya, S. (2020, January). A review of the state of LGBTQIA+ student research in STEM and engineering education. In ASEE annual conference.Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.Ng, J. C., Lee, S. S., & Pak, Y. K. (2007). Chapter 4 contesting the model minority and perpetual foreigner stereotypes: A critical review of literature on Asian Americans in education. Review of research in education, 31(1), 95-130.Garcia, J., Elaouinate, M., Bond-Trittipo, B., & Secules, S. (2023, February). Comparing the Narratives of Two LGBTQ+ Undergraduate Engineering Students at a Hispanic Serving Institution. In 2023 Collaborative

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Vegas Lewis, SUNY Fredonia

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #39355”We’re Learning like Everyone Else”: Best Practices from Men AlliesDanielle Vegas Lewis, SUNY Fredonia Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo’s Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to under

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana

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Culture & Social Justice in Education Division (EQUITY), Equity

©American Society for Engineering Education, 2023 Increasing contextualized social awareness through multidisciplinary teams in global service-learning projectsAbstractThis paper is for ongoing work in developing unique collaborations between engineering andnon-engineering students in a user-centered design course and humanitarian engineering projectwork. In this paper, the authors will review their integration of social and emotionalcompetencies into engineering design and practice through a credit-based engineering course inconjunction with an Engineers in Action (EIA) Bridge Project student chapter at a midwesternpublic university. Previous research has shown that many universities have limited engagementwith topics of

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

] I. Scheel, R. E. Cate, and D. Montfort, “Talking Tech: How Language Variety in EngineeringCurriculum Instruction Can Ease Delivery and Engage Students,” presented at the ASEE 2023Annual Conference Baltimore, MD, June 2023, 37342.[6] R. D. Crick, “Deep Engagement as a Complex System: Identity, Learning Power andAuthentic Enquiry,” in S. L. Christenson, A. L. Reschly, and C. Wylie (Eds.), Handbook ofResearch on Student Engagement, pp. 675–694, Springer, US, 2012,https://doi.org/10.1007/978-1-4614-2018-7_32.[7] J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of socialjustice in a feedback control systems course.” Journal of Engineering Education, vol. 110, no. 3,pp. 718–749, 2021, DOI: https://doi.org/10.1002

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

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Culture & Social Justice in Education Division (EQUITY), Equity

and Trends in Electric Vehicles”. DOI 10.1109/JPROC.2021.3072788. Vol. 109, No. Proceedings of the IEEE, June 2021[17] T. Alagarsamy, B. Moulik. “A Review on Optimal Design of Hybrid Electric Vehicles and Electric Vehicles”. 3rd International Conference for Convergence in Technology (I2CT). IEEE 2018[18] City of El Paso. Environmental Services. Air Quality Program. URL: https://www.elpasotexas.gov/environmental-services/air-quality-program/ (City of El Paso, 2020)[19] United States Census Bureau. 2023. URL: https://www.census.gov Last Accessed, March 2023. (US Census Bureau 2023)

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #41890Reflecting on Adapting Visual-Oriented Classes for Blind and Low-VisionStudentsSourojit Ghosh, University of Washington Sourojit Ghosh is a fourth year PhD Candidate at the University of Washington, Seattle in Human Centered Design and Engineering.Kunal V Mehta, University of WashingtonMaxwell Coppock, University of Washington Maxwell is an HCI researcher and designer with a focus in accessibility. While attending the University of Washington, he worked for the Disability Resources for Students department to assist a blind engineering student as a reader and scribe.Dr. Sarah Marie Coppola, University of

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #48492Equity, Rigor, and Access: The New ERA of EngineeringBenjamin Richmond, The University of Arizona Ben serves as the Manager of Undergraduate Education Initiatives in the University of Arizona’s Division of Undergraduate Education in the Office of the Provost. He earned his BS in Public Health and MPH from the University of Arizona and is currently pursuing a PhD in Higher Education. Ben’s research interest is in understanding the social and cultural barriers students face in pursuing higher education and developing higher education pathways for students. With this research focus, Ben has devolved programs

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #47975Exploring the Role of Peer and Faculty Interactions in Shaping the Sense ofBelonging among International Graduate Engineering Students (IGES) at anHBCUTolulope Iyanuoluwa Abiri, Morgan State University Tolulope Abiri is a graduate student in Civil Engineering at Morgan State University, where he also serves as a Research Assistant. He holds a bachelor’s degree in Civil Engineering from the Federal University of Technology, Akure (FUTA). His current research focuses on the sustainability and resilience of transportation infrastructure in the face of sea level rise, with a particular emphasis on coastal

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #47248Resetting the Default: Welcoming New Engineering Faculty to Inclusive TeachingProf. David C. Mays, University of Colorado Denver David Mays is an Associate Professor in the Department of Civil Engineering at the University of Colorado Denver. He earned his B.S. from the University of Pennsylvania in 1995, then taught high school through Teach for America and worked as a contractor at Los Alamos National Laboratory before earning his M.S. and Ph.D. from the University of California Berkeley in 1999 and 2005, respectively. He has been at CU Denver since 2005, where he teaches fluid mechanics and hydrology

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38717Mixed in Engineering: Introducing Critical Multiracial Theory toEngineering Education ResearchMs. Michelle Choi Ausman, Virginia Tech Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relation- ships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and

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

Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University

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Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

practice. Corey conferred her Ph.D. in aerospace engineering from the University of Michigan - Ann Arbor in April 2021; her thesis included both technical and educational research. She also holds an M.S.E. in aerospace engineering from the University of Michigan - Ann Arbor and a B.S.E. in civil engineering from Case Western Reserve University, both in the areas of structural engineering and solid mechanics.Joseph Valle, Purdue University at West Lafayette (COE) Joseph ’Joey’ Valle is a settler on the traditional and ancestral homelands of the Bod´ewadmik (Potawatomi), Lenape (Delaware), Myaamia (Miami), and Shawnee People that Purdue University is built upon and near and a postdoctoral worker in the School of