Displaying results 91 - 120 of 211 in total
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University; Vanessa Tran, Utah State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42093Audio Narratives as a Way of Voicing Marginalized Student ExperienceDr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.Dr
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Noelle K Comolli, Villanova University; David Jamison, Villanova University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44144Race, Justice and Engineering Design - a pilot freshman engineering courseDr. Noelle K Comolli, Villanova University Noelle Comolli is an Associate Professor and the Chair of Chemical Engineering at Villanova University. Her research focuses on polymers for biomaterials and targeted drug delivery, as well as engineering education. She received her Ph.D. from Drexel UnivDr. David Jamison, Villanova University David Jamison is a Teaching Professor of Mechanical Engineering and the Associate Dean for Undergraduate Affairs at Villanova University. His expertise and teaching focus is in orthopedic biomechanics and
- Conference Session
- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University
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- Diversity
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- Culture & Social Justice in Education, Equity
not feel comfortable addressing microaggressions, but Sue andcolleges [28] point out the importance in directly addressing the microaggressions. Somestudents reported being comfortable engaging the aggressors about their behavior, but oftenstudents did not have the tools to do so. This can be addressed in engineering programs byfollowing Sue and colleagues’ steps to dismantle microaggressions through microinterventionsby a)”making the ‘invisible’ visible,” (b) “disarming the microaggression,” and (c) “educatingthe offender.” To provide students who are the targets and the aggressors with the tools torecognize microaggressions, data, such as was collected in the current study, can be collected instudents’ departments. A presentation of data
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
- Authors
- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41408How to Develop a Culture of Coding for the Future: A Case Study of themegaGEMS Coding AcademyGeorge Zaccheus Sikazwe, University of the Incarnate Word George Z. Sikazwe is an undergraduate electrical engineering student at the University of the Incarnate Word in San Antonio, Texas. Mr. Sikazwe is passionate about applying engineered solutions to real-world problems. As a student research assistant in the Autonomous Vehicle Systems Research Laboratories his focus is in computational intelligence, specifically applications of deep learning onto hardware. For the GEMS (Girls in Engineering, Math, and Science
- Conference Session
- Special Topics: Conscious Considerations
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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- Culture & Social Justice in Education, Equity
. counselor, therapist) for mental health concerns.Underlying this goal was the need to identify similarities in engineering students’ sources ofstress and their approaches to maintaining their mental health. Our research design was guidedby pragmatism, as we believe that (a) an objective reality exists but can only be encounteredthrough subjective human experience [13], (b) beliefs and habits are socially constructed andsubject to sociopolitical forces [14], (c) understanding the problem (i.e., treatment gap) andidentifying practical solutions is the central priority [15], and (d) the best method (e.g.,qualitative, quantitative) is the one most effective in achieving desired research outcomes [16].Therefore, we used IBM as our guiding theoretical
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Amy Slaton, Drexel University; Kayla R. Maxey, Purdue University, West Lafayette ; Monica McGill, CSEdResearch.org; Jordan Williamson
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37088A Critical Examination of ASEE’s Diversity Recognition Program toPromote Changed Practices at PostSecondary InstitutionsProf. Amy Slaton, Drexel University Amy E. Slaton is a Professor of History at Drexel University. She writes on issues of identity in STEM education and labor, and is the author of Race, Rigor and Selectivity in U.S. Engineering: The History of an Occupational Color Line .Mrs. Kayla R. Maxey, Purdue University, West Lafayette Kayla is a doctoral student in the School of Engineering Education at Purdue University. Her research interest includes the influence of informal engineering learning
- Conference Session
- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41666STEM 4 Kids: Improving Gender Diversity in STEM through a CollegiateStudent-led OrganizationDylan Oliver Scheller, Colorado State University Dylan Scheller is a dedicated mechanical engineering student at Colorado State University, known for his passion for innovation and problem-solving. Throughout his undergraduate studies, he has excelled in various technical courses, ranging from thermodynamics and fluid mechanics to materials science and mechatronics. His dedication to his studies and keen problem-solving skills has earned recognition from his professors.Julia Schimmels, Colorado State UniversityDr
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Seth Polsley, University of Nebraska, Lincoln; Amanda Kate Lacy; Samantha Ray, Texas A&M University; Tracy Anne Hammond, Texas A&M University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44324Tactile Learning: Making a Computer Vision Course Accessible throughTouched-Based InterfacesDr. Seth Polsley, University of Nebraska, Lincoln Dr. Seth Polsley is an Assistant Professor of Practice in the Jeffrey S. Raikes School of Computer Science and Management at the University of Nebraska–Lincoln, with his academic home in the School of Computing. His research focuses on the combination of intelligent systems design and human-computer interaction in order to support novel educational and universal computing experiences.Ms. Amanda Kate Lacy Amanda Lacy is a PhD student at Texas A&M University in the
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39192A preliminary exploration of the relevance of self-efficacy,self-determination, and agency in describing the first-year Africanengineering students’ experienceDr. Heather Beem, Ashesi University Heather R. Beem is a Mechanical Engineering Faculty at Ashesi University in Ghana, where she leads the Ashesi Resourceful Engineering Lab. Her research explores the mechanisms and manifestations of resourceful design, particularly in indigenous innovation, experiential education, and bio-inspired fluid dynamics. Dr. Beem completed her Ph.D. in Mechanical Engineering at MIT/WHOI, and moved there- after to Ghana, where
- Conference Session
- Equity, Culture & Social Justice Technical Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Emma Mecham; Amy Wilson-Lopez, National Science Foundation; Ivonne Santiago, University of Texas at El Paso; Jennifer Ramos-Chavez
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #38753Community Perceptions of Procedural and Distributive Justice inEngineered Systems: A Case Study of Community-Engaged VehicularElectrificationPolly Parkinson, Utah State UniversityFawn Groves, Utah State UniversityEmma MechamDr. Amy Wilson-Lopez, National Science Foundation Amy Wilson-Lopez studies culturally and linguistically sustaining pedagogies and approaches in engi- neering education.Dr. Ivonne Santiago, University of Texas at El Paso Dr. Ivonne Santiago is a wife, mother, Environmental Engineer, and teacher. She is an Associate Profes- sor of the Civil Engineering (CE) Department at the University of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
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- Jerry Austin Yang, Stanford University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39643Work-In-Progress: Intersectionality, (Re)Defined: A Scoping Review ofIntersectionality in the Journal of Engineering EducationJerry Austin Yang, Stanford University Jerry A. Yang is a doctoral student and graduate research assistant at Stanford University pursuing a PhD in Electrical Engineering and a MA in Education. He received a BS in Electrical Engineering from the University of Texas at Austin with a certificate ©American Society for Engineering Education, 2023Work-In-Progress: Intersectionality, (Re)Defined: A Scoping Review of Intersectionality in the
- Conference Session
- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Jorge Andrés Cristancho, Purdue Engineering Education; Leonardo Pollettini Marcos, Purdue University; eugene leo draine mahmoud, Mt. San Antonio Community College and Purdue University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #43264Social and environmental justice in the STEM classroom: How do STEMinstructors relate to the impact of their engineering work before and after acritical pedagogy intervention?Jorge Andr´es Cristancho, Purdue Engineering Education Jorge A. Cristancho studied Electronic and Computer Engineering and using bioinspired methods, he received a master’s in Electronic Engineering and Computers on Control and Automation at Los Andes University. Curious about teaching, he formally started as a teaching assistant in 2011 and continued as a teacher at three different universities in Colombia. He is a second-year Ph.D. in
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
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- 2023 ASEE Annual Conference & Exposition
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- Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39932Exploring Undergraduate Engineering Students’ Understanding of PowerDynamicsKenya Z Mejia, University of Washington Kenya Z. Mejia is a PhD Candidate at the University of Washington in the Human Centered Design and Engineering program. Her work focuses on diversity and inclusion in engineering education focusing on engineering design education.Hailee Kenney, University of WashingtonTiffany Dewitt, University of WashingtonDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia
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- Culture & Social Justice in Education Division (EQUITY), Equity
and Social Integration between Working-Class and Middle/Upper-Class Students at Large, Public Research Universities,” J. Coll. Stud. Retent. Res. Theory Pract., vol. 15, no. 2, pp. 215–242, Aug. 2013, doi: 10.2190/CS.15.2.e.[18] S. Pierszalowski, J. Bouwma-Gearhart, and L. Marlow, “A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color,” Soc. Sci., vol. 10, no. 9, p. 328, 2021, doi: 10.3390/socsci10090328.[19] J. Blue, B. Johnson, A. Summerville, and B. P. Kirkmeyer, “Beliefs and behaviors of first-generation and low-income students in early engineering courses,” presented at the CoNECD 2018 - Collaborative
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282–284.Farra, A., Anantharaman, A., Swanson, S., Wilkins-Yel, K.G., Bekki, J., Yel, N., Randall, A., & Bernstein, B. (2023). Examining the Role of Institutional Support on International Doctoral Women's STEM Persistence and Mental Health. Journal of Women and Minorities in Science and Engineering.García, S. J. (2018). Living a deportation threat: Anticipatory stressors confronted by undocumented Mexican immigrant women. Race and Social Problems, 10, 221-234.Godin, K., Stapleton, J., Kirkpatrick, S. I., Hanning, R. M., & Leatherdale, S. T
- Conference Session
- Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education
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- 2024 ASEE Annual Conference & Exposition
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- Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
“Strongly Agree” response. I know how to make connections with (A) I can communicate engineering (B) what I learn in class and the real- solutions in econmic terms world engineering problems Post HMG Post HMG Pre HMG Pre HMG Post NHMG Post NHMG Pre NHMG Pre NHMG 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%Figure 1: The results of Question 1 (A) and Question 2 (B) from
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
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- 2023 ASEE Annual Conference & Exposition
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- 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
, no. 3, pp. 471–493, Sep. 2013, doi: 10.1007/s11218-013-9222-x.[8] E. Seymour and N. M. Hewitt, Talking about leaving, vol. 34. Westview Press, Boulder, CO, 1997.[9] K. L. Tonso, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds., Cambridge: Cambridge University Press, 2014, pp. 267–282. doi: 10.1017/CBO9781139013451.019.[10] E. S. Abes, S. R. Jones, and M. K. McEwen, “Reconceptualizing the model of multiple dimensions of identity: The role of meaning-making capacity in the construction of multiple identities,” Journal of college student development, vol. 48, no. 1, pp. 1–22, 2007.[11] G. L. Downey and J. C. Lucena, “Knowledge and professional identity in engineering
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Allison Murray, Marquette University; Lisa Chase, Marquette University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
individualized and general adaptive technologies for her patients,including the role of an engineer in the design and treatment process. Subsequently, the studentswere provided with assistive devices, such as swivel utensils spoons and long-handle toilet aids,that currently fail to meet the patients’ needs, see Figure 1. Students were tasked withinterviewing the occupational therapists to better understand the need and providing designsolutions to improve the product. Students presented their designs at the end of the first session.Figure 1: Example products redesigned for occupational therapy patients with reduced dexterity and mobility: a swivel spoon (A)intended to passively stabilize a tremor hand during eating and a long-handled toilet aid (B
- Conference Session
- Bridging Content and Context in the Classroom
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa Ellen Ko, Stanford University
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- Diversity
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- Culture & Social Justice in Education, Equity
“effective” practice is considered to be one that supports and better preparesstudents, especially those designated as URM, to score higher on these “objective” measures[11]–[14]. Less dialogue has invited instructors and administrators within higher education torethink whether these instruments, the measures themselves, may be imperfect and biased. Whilegrades have a strong place in the logistics and culture of higher education in the United states(see Appendix A and B for information on American grading practices), now is the time toconsider their flaws and limitations, as well as explore new grading practices that may reducetheir inequitable impact on students who are already marginalized in STEM disciplines.In this paper, I argue that the very
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- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
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- 2024 ASEE Annual Conference & Exposition
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- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder
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- Culture & Social Justice in Education Division (EQUITY), Equity
” theoreticalframework through which dis/abled tertiary STEM student’s experiences can be examined. Inthis paper, we deductively map select experiences and conceptualizations of STEM graduatestudents to the first three axioms of the paint bucket dis/ability theoretical framework. The firstthree axioms state that dis/ability is: (1) temporary, episodic, transient, chronic, and permanentvariations in mental, emotional, and/or physical functioning or appearance that deviate fromsociety’s accepted norm; (2) the simultaneous (a) oppression of body/minds deviating from thenorm and the (b) physical, material, and psychological pain, desire, impact, and fear of having abody-mind that is labeled as deviating from society’s accepted norm; (3) existing within adiverse and
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Open-ended motivation for learning and success? Mixed-methods sequential explanatory design Figure 1. Research overviewResultsThis section presents the results associated with the responses of 57 STEM students at an MSI.The research used a mixed-methods sequential explanatory design to collect and analyzequantitative and qualitative data from students. The recorded data included a diverse studentgroup including (a) 38 students from CM, 13 students from CE, and 6 students from other STEMdegrees; (b) 39 males, 13 females, two non-binary/gender fluid, and three students who preferrednot to answer; (c) 29 international
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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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. (2018). Educating changemakers: Crossdisciplinary collaboration between a school of engineering and a school of peace. 2018 IEEEFrontiers in Education Conference (FIE), 1–5.[3] Lord, S. M., Mejia, J. A., Hoople, G., Chen, D., Dalrymple, O., Reddy, E., Przestrzelski, B.,& Choi-Fitzpatrick, A. (2018). Creative Curricula for Changemaking Engineers. 2018 WorldEngineering Education Forum-Global Engineering Deans Council (WEEF-GEDC), 1–5.[4] Lord, Susan M., Olson, R., Roberts, C. A., Baillie, C., Dalrymple, O. O., & Perry, L. A.(2020, June 22). Developing Changemaking Engineers – Year Five. https://peer.asee.org/34427[5] Olson, R., Lord, S., Camacho, M., Huang, M., Perry, L., Przestrzelski, B., & Roberts, C.(2019). Developing Changemaking
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Engineering Education : An Examination of Engineering Undergraduates ’ Experiences with Microaggressions Targeting Race and Gender Modern Prejudice in Engineering Education : An Examination of Engineering Undergraduates ’ Experiences w,” no. 434, 2020.[9] B. Coley and K. Thomas, “‘The lab isn’t life’: Black engineering graduate students reprioritize values at the intersection of two pandemics,” Journal of Engineering Education, vol. 112, no. 2, pp. 542–564, 2023, doi: 10.1002/jee.20518.[10] E. Vahidi, M. Onyango, K. Thomas, K. Cross, and W. Gaskins, “A Systematic Literate Review of Racialized Stress, Distress, and Trauma for Black, Latin, and Indigenous Engineering Students,” in 2024 ASEE Annual Conference & Exposition
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
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- 2023 ASEE Annual Conference & Exposition
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- Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida
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- Culture & Social Justice in Education Division (EQUITY), Equity
,” in IOP Conference Series: Materials Science and Engineering, IOP Publishing, 2019, p. 012021.[35] A. R. Dainty and H. Lingard, “Indirect discrimination in construction organizations and the impact on women’s careers,” Journal of Management in Engineering, vol. 22, no. 3, pp. 108–118, 2006.[36] C. L. Menches and D. M. Abraham, “Women in construction—tapping the untapped resource to meet future demands,” Journal of construction engineering and management, vol. 133, no. 9, pp. 701–707, 2007.[37] A. R. Dainty, B. M. Bagilhole, K. H. Ansari, and J. Jackson, “Creating equality in the construction industry: An agenda for change for women and ethnic minorities,” Journal of construction research, vol. 5, no. 01, pp. 75–86
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Joey Valle, Purdue University; Nafissa Aïda Maïga; Roshan Krishnan; Jessica Ng; John Mulrow
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- Culture & Social Justice in Education Division (EQUITY), Equity
number of harder-to-quantify system components and metrics for evaluation is believed to better represent the reality of LCA targets; b) LCA creates a focus on specificity and thus misses complex realities, despite a clearly defined quantitative target. Wynter traces the history of the “sinful by nature” descriptor of humans to the narrative used bythe Church to maintain the theocentric power structure in medieval Latin-Christian Europe [3]. Duringmedieval times that narrative was leveraged to convince subjects of their enslavement to Adam’s OriginalSin so as to seek redemption through the Church, whereas today the “sinful by nature” descriptor isleveraged by corporations and nation-states to subsume humans into the singular
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- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Kai Jun Chew, Embry-Riddle Aeronautical University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
classrooms. These experiences include the lack of connection between the materials andapplicability in the real world, offering minimal expectations and guidance for learning,instructors closing themselves off to build meaningful relationships with their students, andstringent assessment policies that do not consider unique individual circumstances. Furtheranalysis will be conducted to explore the features that affirm and/or devalue engineeringstudents.ReferencesBakka, B., Chou, V., Marchioni, J., Prince, C., Sugerman, G., Upreti, R., Clayton, P., & Borrego, M. (2021). Queering engineering through a student driven LGBTQIA+ reading group (Experience). Proceedings of the American Society for Engineering Education (ASEE) Annual
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- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
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- Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. While this initial survey is a helpful initial observation of research experiences fromneurodiverse populations, additional surveys or interview responses would be beneficial tounderstanding students’ research experiences.MethodsUsing cognitive interviews, we improved on our previously published tool [3]. This survey(Appendix B) was distributed to undergraduate students through the Dean’s office of STEMrelated colleges in Spring 2023. Further, it was also distributed through the Hamel Center ofUndergraduate Research, Honors program, and Student Accessibility Services during the sametime. We report the collection of raw data of this report and summarize initial impressions as wemove forward with more specific hypotheses to further refine our
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- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
code, term of first enrollment, cumulative credit hours, intention to transfer, andmajor.Data Analysis Guided by the research questions, this study utilized three primary regression models toexamine (1) sense of belonging, (2) STEM pathways, and (3) gender discrepancies. To predicteach outcome, a multiple regression model was optimized using all participants in the dataset,ensuring that the data met the necessary assumptions for regression analysis, including linearity,independence, and normality. A central focus was understanding how the experiences ofmarginalized students differed from the broader STEM student population at Blue Lake College.Accordingly, six additional subgroups were analyzed: (a) Latinx students, (b) students
- Conference Session
- Changing How We Pursue Change
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington
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- Culture & Social Justice in Education, Equity
ourpositionalities may have shaped the form and content of our interviews, both in the topics wechose to focus on and the way the participants responded to us as interviewers. Please refer toour positionality statements at the end of the paper if you would like more information on theperspectives we are operating from as researcher. All students were assigned a pseudonym topreserve anonymity. Details about demographics and social identities of the interviewrespondents are included in Appendix B. Interviews were coded in NVivo using a pre-determined coding scheme organized around Yosso’s CCW framework. After preliminarydeductive analyses were completed, we re-visited the data with an inductive approach thatallowed for exploration of emergent themes regarding
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
, otherassets can be used to leverage resources available to forge careers in engineering [2]. Studentsstudying engineering in the borderlands experience additional hardships when navigating highereducation, as they manage tensions across disciplinary expertise, culture, language, as well asphysical borders of state and nation [3]. In this work in progress paper for the EQUITY group inASEE, we offer counternarratives of student experiences as possible resources for social justicework in local departmental contexts. The questions that we pose in our session are: A) How can constructed counternarratives of student experiences guide departmental dialog about equity and inclusion? B) How can faculty and staff serve as co-conspirators in the