Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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Diversity

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

influence transgender and gender nonconforming (TGNC) students’interests in and intentions to pursue engineering? This paper aims to provide preliminary insightsinto TGNC students participating in this course by exploring their unique perspectives. Anunderstanding of TGNC student experiences in the e4usa course will help to improve the course,while also exposing the policies and practices in the field of engineering that continue tomarginalize these students.Limitations We acknowledge our small sample size as a major limitation of this quantitativeexploration of TGNC student experiences in a pre-college engineering course. Our sample size issmall, but it is also unfortunately reflective of the overall TGNC representation in engineering.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

hierarchy, which in turn is responsible for supervising and coordinating the work of subordinates. Employment in a bureaucratic organization is expected to be full time and long term, with opportunities for advancement—in short, a career. (p. 3)In many organizations today, such bureaucratic arrangement has morphed into more flexible and“flat” structures (see [3])—but even within those structures, with smaller manager ranks andfewer hierarchical levels, people report to people, i.e., accountability and decision-makingauthority rolls up from contributor to leader.Overall, these relationships reflect an organization’s reporting structure. A reporting structurecaptures three key features of work: chain of command, span of control, and

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

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

a better world. The purpose of this work-in-progress (WIP)paper is to explore the experiences of dis/abled, queer, AFAB1 STEM graduate studentsnavigating a culture of productivity in their educational journey. This WIP paper offers a narrowpreview of the findings in a larger exploratory study. This paper begins to untangle some of theintricacies in a short narrative excerpt through a neoliberal-critical, ableism-critical, and queerlens. This paper offers an invitation to the STEM community to collectively reflect on andengage in conversation regarding our cultural norms and assumptions.IntroductionAcademia has been shaped by a culture of productivity. Responding to the scarcity of resources,postsecondary institutions have embraced

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

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Diversity

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

students across both iterations, along with students’ final projects andwritten reflections on the awareness events [8].There was some shift in students’ perceptions of the issue of homelessness. Pre- and post-responses revealed that the deficit perspective that homelessness is the result of inherentindividual characteristics was mostly present in pre-surveys and decreased but did not disappearafter the project [8]. Students' written reflections demonstrated their surprise that their previousnotions of the causes of homelessness and the demographics of individuals experiencinghomelessness were inaccurate or incomplete [31]. However, several students did present acritical and systemic view of social injustices, mostly in their post-responses [8

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

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Diversity

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

the only person in a computing class who has my racial identity.3. *I am comfortable discussing topics related to race and racial discrimination with computing department faculty and/or staff who: a. *Have the same racial identity as me b. *Do not have the same racial identity as me4. *I feel like people assume my performance in class reflects my racial group.5. *I feel like I must suppress aspects of myself to be successful in my computing department.Construct 4: Perceptions of Race1. *I consider myself very knowledgeable about topics related to race.2. *Black, Native/Indigenous, and Latinx people are underrepresented in computing majors. Depending on who you ask, some people think it is because of one or more of the

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

patterns that reflect a central organizing concept. Weaimed to create a set of themes that were distinctive yet complementary. Next, we came togetherto review and define themes via consensus, moving from a summative to interpretative positionand seeking to ensure clarity, cohesion, and precision.ResultsThe participants’ reflections on their personal and academic experiences as engineering studentsrevealed shared experiences of wanting to solve personal problems independently, whilestruggling to balance academic responsibilities with other aspects of their lives as students. Uponfurther discussion, students described the unique factors of their personal identities and theirengineering student status that facilitated and hindered their help-seeking

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

without implicitly placing theonus for change on students” [8, p. 576]. A focus on student success within institutions thatweren’t built with them in mind is important for reframing the narrative regarding “achievementgaps,” but this theory can also be helpful for illuminating misalignment between assets possessedby students from groups systemically marginalized in STEM fields and the capital valued byacademic institutions. In doing so, we can identify levers for institutional transformation thatcould help elevate the value of community cultural wealth beyond counterspaces/ethnic enclaveswithin the university setting.By identifying areas of misalignment between student assets and institutional values reflected inpolicies, we can illustrate the

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

Tagged Divisions

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

all of our students across the four courses. In a social and political environment thatincreasingly pushed and continues to push for a “return to normal” and reverting to practices thatwere prevalent prior to the start of the Covid-19 pandemic [23], we intended to design aclassroom that would make participation accessible to all students while still meeting courseobjectives. In our assessment of these courses, our personal reflections and indications fromstudent performances and grades reflect that our version of the courses still met establishedlearning objectives and taught students the key skills they needed to get from these courses. Insuch a light, we evaluate the success or failure of our HyFlex modalities. The first and perhaps

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

was seed-funded by an internal two-year university Strategic Initiative Award and advances four of USD’sEnvisioning 2024 goals: 1) enhancing student learning and success, 2) strengthening diversity,inclusion, and social justice, 3) elevating faculty and staff engagement, and 4) amplifying localand global engagement and reputation. Our Strategic Initiative funding concludes in 2021, and weare moving into a financial model that includes a combination of external and donor funding.The Engineering Exchange for Social Justice (ExSJ) FrameworkWhen we reflect on the critical questions inspired by materials engineer and socio-technical expertUrsula Franklin [14], who decides what is engineered and why? and who benefits and who pays?,in the ideal

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

underrepresentedbackgrounds that I worked with over two years as they engaged in engineering work through anout-of-school community engineering program. Designed by a team containing the author, theprogram engages youth in defining a community engineering problem of interest, researchingthat problem, and developing a solution. I led the programming multiple times over three yearswithin an afterschool and summer context. 75% of sessions were video-recorded, resulting in atleast ten hours of clearly visible video per youth. I interviewed youth via focus groups at the endof each project and collected all youth-produced artifacts. To conclude data collection, Iconducted reflective, stimulated-recall interviews with each youth. Per qualitative best practices,I member

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

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Diversity

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

, efforts made to diversity campuscannot be chalked up to individual accomplishments or failures, but rather demonstrate howinstitutional cultures determine which policies are adopted and acted upon [13]. We have selected these frameworks to reflect our commitment to better understanding howinstitutions, in conjunction with individual actors, can improve their diversity outcomes.Furthermore, our rationale is to look specifically at the institutional barriers that participantsmention that prevent them from being effective at carrying out diversity work, even if they arecommitted to that effort.Methods, Context and SampleThis paper developed from a larger project aimed at creating a sociotechnical framework toview, analyze and understand the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

have on thelived experiences of scholars in the field (e.g., as it relates to their citation count, academicprestige, and career progression).The above discussion led to the hypothesis that the CS collaboration networks in the literaturewere overly representative of the collaboration networks of white and Asian scholars incomputing. By extension, reported network measures such as degree (or the average number ofunique coauthors) would not be reflective of the collaboration experiences of non-white andAsian computer scientists. Further, this work posited this difference would skew in favor ofwhite and Asian scholars. That is, if the “average” (e.g., race-neutral approach) computerscientist has x number of unique collaborators, then minoritized

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

,2014, p. 13). As such, PD activities should enable BIPOCx contingent faculty in engineering to 3authentically design, develop, and implement intended outcomes. Notably, asset-based practicescannot be disconnected from the realities and multiple worlds that BIPOCx people in engineeringface (Mejia et al., 2022). Thus, PD activities should provide room for deep reflection andpurposeful iteration and center the voices of those impacted.Comparative Critical Theories Derived from legal scholarship, critical theories offer an analytical lens to examine racialand ethnic inequalities experienced by BIPOCx individuals. Over the years, critical

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

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Diversity

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

involved framing of the BPC goals, assessingcurrent data systems for points of vulnerability and opportunity, a data request from the statesystems, data visualization, utilization and reflection.Data was drawn from reflective team journals; notes, collaborative materials and observationsmade during collaborative meetings; and the technical assistance requests made during theproject.When developing data infrastructure in support of BPC, diverse teams matter. Teams neededrepresentation from people who can access institutional or state data, understand the practicalcontext of the data to support interpretation, and help tie data to broader advocacy efforts.Ongoing team engagement, both within and across states, allowed the space to consider

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

inclusion and equity are not. Some viewinclusion as a tool wielded by those in authority. Inclusion requires the group to include theindividual, rather than for the individual to take on that burden. An ideal DEI environmentencourages and hears authentic selves. People who want to improve DEI should engage inrepeated reflection to allow their ideas to evolve over time. Those at the top of the hierarchy,who are often not from minoritized groups, particularly need to reflect on their privileges andpositionalities in order to enact effective change [10].Engineers are still viewed by society as oblivious and antisocial, which lessens the appeal ofengineering to some. Others see engineering as heavily aligned with military and corporateinterests rather

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

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Diversity

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

student populated surveyed consisted of 68% male and 32%female, of which 95% are Hispanic/Latino. The authors employed a qualitative research design,and the primary method of data collection was a self-developed survey instrument consisting of atotal five open-ended questions. The process for developing the survey items consisted ofquestions that sought to examine instructional and pedagogical strategies implemented to teachstudents rigorous engineering concepts based on students’ experiences in the course. As such, thequestions provided students the opportunity to delineate, reflect, and share valuable insight andexperiences that can help develop and refine effective and equitable engineering pedagogy.The data analysis consisted of an open

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriel Van Dyke, Utah State University; Cassandra McCall, Utah State University; Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

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Diversity

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

Figured Worlds serves as a powerful frame for ourwork because it captures the complex influence of socially- and culturally-produced systems(i.e., figured worlds) on one’s capacity (i.e., agency) to purposefully and reflectively act withinthem. The ways we choose to – or choose not to – represent ourselves as we navigate figuredworlds, and the feedback we receive while interacting with them, serve as indicators ofidentification with social groups and their privileges [13]. For a system to be considered afigured world, it must have four characteristics: (1) historically developed through the works ofparticipants; (2) include social encounters in which participant positions matter; (3) sociallyorganized and reproduced; and (4) relate individuals to

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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Diversity

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Culture & Social Justice in Education, Equity

lower-division students to engineering as a sociotechnical discipline—that engineering is inherently political, and that we must understand our own stances asindividuals in conjunction with considering social impacts of our engineering [1]. In keeping withthe university mission, all graduates must complete two courses with the diversity, inclusion,and social justice (DISJ) university core flag, which seeks to help students develop critical self-reflection and the ability to analyze the complexities of social constructions in everyday life. As aresult of our campus environment, our version of User-Centered Design has evolved to beunique in its objective to cover topics including justice, power, intersectionality, and privilege andoppression

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; Monica McGill, CSEdResearch.org

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Diversity

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

What were the Alliance members’ prior experiences in collaborativenetworks that they bring into the new Alliance? and In the context of equity, how are the newlyformed Alliance’s members’ funds of knowledge being honored and valued?. To answer thesequestions, we used the Framework Method [40] for conducting a qualitative study using a semi-structured interview protocol with members from partner organizations within this Alliance2 .3.1 Data CollectionTwo of the researchers conducted the interviews in which participants reflected on the first fourmonths of the start of the Alliance to gain baseline knowledge of the type of early patterns andnorms being established and factors that may contribute to their establishment. We asked questionsdesigned

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

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Diversity

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

held by women but the number of departmentheads and other decision-makers is not effectively reported. The same goes for private firms thatmay list a woman in a leadership role, however, what their real levels of responsibility anddecision-making abilities are, remains unknown.Motivation, Resiliency, and Persistence in STEM To combat the barriers women and minorities face when pursuing academic and careerpathways in technology and engineering, universities, professional organizations, and privatecompanies are taking action to increase gender equity, diversity, and inclusionary practices.Agencies and organizations have taken it upon themselves to study and report the inequities inacademics and careers that reflect the negligence with

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

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Diversity

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

Tribe. My neighbors were lovely, and we even had a biggarden to grow our own produce. I consider Kenya my second home now.In Chimamanda Adichie’s TED talk [1], she discusses the dangers of a single, and one-dimensional, story. This concept helped me reflect on the ways my travels opened more complexstories about the places I traveled to. There were simple stories that influenced my ideas of theUnited States and Kenya before I traveled and experienced them personally. Now those storieshave been replaced by more holistic and complex stories through lived experience.When I started a Ph.D. in engineering and computing education in 2021, and started reading theliterature, I saw different stories being told about women in computing. Some scholars

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University

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Diversity

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

engineering education research and practice, theories reflecting the experiences ofmultiply marginalized students remain elusive in engineering education. Oftentimes, multiplymarginalized students’ experiences are explored through identifying particular marginalizedidentities within study participants and applying theories of engineering education to theirexperiences. Other approaches situating certain standpoint theories emerge from single-identitytraditions that identify specific identities and deepen understandings of only those facets ofidentities relevant to those theories. While these approaches are often immensely helpful indeveloping new knowledge about the experiences of marginalized students, they often do notaccurately reflect the unique

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

including communication, teambuilding techniques, and team identity. Burchfield et al.[12] evaluated teamwork in undergraduate engineering courses where they offered interpersonaland intercultural communication-based teamwork training. By embedding interculturalcommunication notions into their course activities, they minimized the number of dysfunctionalteams compared to prior experiences and gained positive feedback from students. They alsoconducted a qualitative analysis of students’ self-reflections which revealed an emphasis on theimportance of diversity in engineering and teamwork.Huang et al. [13] explored how teamwork can be improved by using a team process framework.They employed an exploratory case study research approach to evaluate

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

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Culture & Social Justice in Education, Equity

or dismisses information that contradicts a shared group belief[12]. In an engineering classroom, a shared group belief is the engineering education’s pillar ofmeritocracy. To avoid identity-protective cognition, an unconscious bias curriculum forengineering education should illustrate how bias mitigation techniques leads to a system moreaccurately reflective of merit.ModuleThe curriculum is designed for a class of approximately 40 upper division engineering studentsand is intended to take about 45 minutes to run. The curriculum is suitable for lower divisionstudents with only minor modifications, though differences in how students would react to thecurriculum at different grade levels is beyond the scope of this exploratory study. The

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

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Diversity

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

areversed in this and many other tools that are far more advanced?Dr. Watford later comments on how curricular change does not need to happen all at once.Indeed, change an assignment, change a module, do this over time. She also reflects on howstudents do not do their homework. Why? Because faculty do not have the time to grade theassignments. She goes on to suggest the use of digital technologies to not only submit homework,but to grade it. She is certain that the practice of homework and feedback can only help. She alsogave the example of using data analytics to assess student performance. Again, use thetechnology! Dr. Watford also offered that computer science students could take on how todevelop electronic homework, how to grade it, and more

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

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Diversity

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

University (OSU), earned a Ph.D. in Bioengineering from the University of Pennsylvania, and an M.S. and B.S. in Biomedical Engineering from OSU.Dr. Monica Farmer Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor and Chair in the Department of Engineering Education at The Ohio State University. Prior to this appointment, she was a Associate Professor in the School of Engineering Education at Purdue University, the Inaugural Direc ©American Society for Engineering Education, 2023 Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and PositionalityAbstractIn this reflection

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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Diversity

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

had the occasion or courage to explore.” [1] Before Ibecame chronically ill as a person assigned female at birth, I rarely considered that the decisionsthat engineers made were as much social and political as they were technical. The decline in myhealth coincided with a strong desire and motivation to self-reflect and interrogate how engineersshaped medical realities, realities I dealt with every time I entered a clinic and failed to receive adiagnosis or a regime of care. Autoethnography inspires an analysis of the gaps in technologythat harm populations, how expertise-driven engineering cultures exacerbate these inequities, andwhy critical reflection alongside communities with lived experiences of health injustices canimprove the way we do

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

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Diversity

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

interest in and/orconfidence in civil engineering as a profession. The name generator survey may includequestions like, "What is their name?" "What best describes their gender?" "What kind of work dothey do?" and "What best describes your relationship with them?" The participants wererequested to list at least five individuals who, in their opinion, had a significant influence on theirdecision to pursue a profession in civil engineering. Sociogram Participants were instructed to draw a sociogram that represented their alters for theresearcher. Network diagrams with nodes that symbolize individuals and ties that reflect theirconnections are referred to as sociograms [52]. The researcher gave participants the followinginstructions as

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell

Tagged Topics

Diversity

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

hold both an insider(on racial identity and/or professional identity and/or doctoral student vs. faculty status) andoutsider (along same dimensions) role. We prioritized alignment along racial identities during datacollection to prioritize the comfort of co-constructors, and we were intentional, individually andcollectively, in considering our simultaneous insider / outsider perspectives during the meaningmaking process. We considered the diversity of identities and reflection about them during ourprocess to be a strength and an example of our explicit consideration of ourselves, researchers, asinstruments (Secules, et al. 2021). As a team, we also approached this work with collectiveawareness of the existence of systemic racism and its impact

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan Dr. David Reeping is a Postdoctoral Fellow with the Engineering Education Research Program at the University of Michigan. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering Education with a