Asee peer logo
Well-matched quotation marks can be used to demarcate phrases, and the + and - operators can be used to require or exclude words respectively
Displaying all 4 results

Examining Gender-Based Disparities in Students’ Attitudes toward Engineering and Sociotechnical Understanding: A Structural Equation Modeling Study

Conference Session
Equity and Belonging
Collection
2024 ASEE Annual Conference & Exposition
Authors
Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University
Tagged Topics
Diversity
Tagged Divisions
Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
humanistic approach to engineering education, it is a suitable frameworkto evaluate the impact of sociotechnical engineering courses (i.e., a humanistic approach toengineering education) on students’ attitudes toward and perceptions of engineering.Furthermore, this framework explicitly describes and explains the possible connections betweenstudents’ attitudes toward and perceptions of engineering, making it appropriate for a studyinterested in exploring these relationships. The framework has been used to guide how weconceptualize sociotechnical engineering. The instrument used for this study included items andconstructs that align with all three dimensions of Fila et al.’s [1] framework.MethodsSurvey responses collected from undergraduate
Relevance Score: 0.022861999

Opportunities and Challenges in Teaching Equitable Design in Engineering Education: A Scoping Literature Review

Conference Session
Equity and Belonging
Collection
2024 ASEE Annual Conference & Exposition
Authors
Rachel Figard, Arizona State University; Abimelec Mercado Rivera, Arizona State University; Marcus Melo de Lyra, The Ohio State University
Tagged Divisions
Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
specificity without the formalized structure required by asystematic review (Arksey & O’Malley, 2005; Borrego et al., 2014; Grant & Booth, 2009;Samnani et al., 2017). ScLRs are particularly useful for quickly mapping out key concepts,existing literature, and evidence to identify gaps in current research defined by a specificresearch question (Arksey & O’Malley, 2005; Samnani et al., 2017). Our study used Arksey andO’Malley’s (2005) ScLR framework (Figure 1), which recommends a five-stage protocol forconducting a scoping review: (1) identify research question(s), (2) identify relevant studies, (3)select relevant studies, (4) chart the data, and (5) summarize and report the results. Figure 1further details the process used in our
Relevance Score: 0.017896228

“I’m Not Like a Human Being”: How the Teaming Experiences of African American Females Reveal the Hidden Epistemologies of Engineering Culture

Conference Session
Equity and Belonging
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Isabel Anne Boyd, University of Tennessee, Knoxville; Marie C. Paretti, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity
Tagged Divisions
Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
Relevance Score: 0.012477549

Investigating Student Experiences of Inclusion and Exclusion to Guide Makerspace Development

Conference Session
Equity and Belonging
Collection
2024 ASEE Annual Conference & Exposition
Authors
Aubrey Wigner, Colorado School of Mines; Dean Nieusma, Colorado School of Mines; Catherine Chase Corry, Colorado School of Mines; Julianne Stevens, Colorado School of Mines
Tagged Topics
Diversity
Tagged Divisions
Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)
Relevance Score: 0.00471607