Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University

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Diversity

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

and racial inequality, social networks, higher education, and science and technology studies. Peoples received a B.S. in Mathematics from Longwood University in 2012, an M.S. in Sociology with graduate minors in Mathematics and Statistics from Iowa State University in 2015, and a Ph.D. in Sociology from Duke University in 2022.Shaundra Bryant Daily, Duke University Shaundra B. Daily is a Cue Family professor of practice in Electrical and Computer Engineering & Computer Science at Duke University and Levitan Faculty Fellow, Special Assistant to the Vice Provosts. Prior to joining Duke, she was an associate professor with tenure at the University of Florida in the Department of Computer & Information Science

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

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

: 10.1002/jee.20310.[8] G. J. DuPaul et al., “Academic Trajectories of College Students with and without ADHD: Predictors of Four-Year Outcomes,” J. Clin. Child Adolesc. Psychol., vol. 50, no. 6, pp. 828–843, Nov. 2021, doi: 10.1080/15374416.2020.1867990.[9] H. A. White and P. Shah, “Creative style and achievement in adults with attention- deficit/hyperactivity disorder,” Personal. Individ. Differ., vol. 50, no. 5, pp. 673–677, Apr. 2011, doi: 10.1016/j.paid.2010.12.015.[10] H. A. White and P. Shah, “Scope of Semantic Activation and Innovative Thinking in College Students with ADHD,” Creat. Res. J., vol. 28, no. 3, pp. 275–282, Jul. 2016, doi: 10.1080/10400419.2016.1195655.[11] B. Mirfin-Veitch, N. Jalota, and L. Schmidt

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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

– 306.[6] K. White, M. McCoy, K. Love, E. J. Kwak, E. Bruce, and J. Grable, “The role of signaling when promoting diversity and inclusion at the firm level: A financial advisory professional case study,” Adv. Bus. Res., vol. 9, no. 1, pp. 1–16, 2019.[7] D. G. Allen, R. V. Mahto, and R. F. Otondo, “Web-based recruitment: Effects of information, organizational brand, and attitudes toward a Web site on applicant attraction.,” J. Appl. Psychol., vol. 92, no. 6, p. 1696, 2007.[8] S. L. Rynes, R. D. Bretz Jr, and B. Gerhart, “The importance of recruitment in job choice: A different way of looking,” Pers. Psychol., vol. 44, no. 3, pp. 487–521, 1991.[9] D. A. Delaine et al., “A systematic literature review of reciprocity in

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

,” vol. 57, no. 8, pp. 829–835, 2015, doi: 10.1097/JOM.0000000000000493.[14] B. Ellison, “Injustice Anywhere: The Need to Decouple Disability and Productivity,” Harvard Law Bill of Health, 2022. https://blog.petrieflom.law.harvard.edu/2022/03/22/injustice-anywhere-the-need-to-decoupl e-disability-and-productivity/ (accessed Jan. 23, 2023).[15] L. Harvey, “Beyond member-checking: a dialogic approach to the research interview,” Int. J. Res. Method Educ., vol. 38, no. 1, pp. 23–38, 2015, doi: 10.1080/1743727X.2014.914487.[16] Center for Disease Control and Prevention, “PCOS (Polycystic Ovary Syndrome) and Diabetes,” Center for Disease Control and Prevention, 2020. https://www.cdc.gov/diabetes/basics/pcos.html#:~:text

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selyna Perez Beverly, University of Wisconsin-Madison; Donald L. Gillian-Daniel

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Diversity

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

- and post-Institute surveys. Respondents indicated gains in IPF-based knowledge andconfidence. These results are based on comparing mean differences and no statistical tests wereconducted on the data. For example, for the 2021 ASI, respondents indicated pre-post knowledgegains (pre-survey response rate of 76% (n=37 of 49 total participants)) and post-survey responserate of 71% (n=35) in example categories (6pt Likert scale): (a) The role that identity plays increating effective learning environments (m=3.68 to m=5.06); (b) Key elements of an equitymindset (m=3.56 to m=4.88); and (c) Ways to support the persistence of undergraduate studentsfrom underrepresented groups in STEM disciplines (m=3.47 to m=4.59). Respondents reportedpre-post gains in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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

Services; and (b) conducted a survey to students, which helped recognize some ofthe main academic factors contributing to students’ stress and anxiety as well as identify currentand potential resources that the institution can offer to enhance their well-being. The datacollected from 456 students show that the main mental health issues are anxiety, depression,academic distress, and uncertainties about the future. The survey results showed that severalacademic factors, such as exams, not understanding assignments, financial issues, lack of timemanagement skills, poor school-work-life balance, and presenting in class, greatly impactstudents’ stress, anxiety, and overall well-being. In light of the results, the research proposesadditional resources

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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

, V. V. Kulkarni, S. Munoz-Najar Galvez, B. He, D. Jurafsky, and D. A. McFarland, “The Diversity–Innovation Paradox in Science,” Proc. Natl. Acad. Sci., vol. 117, no. 17, pp. 9284–9291, Apr. 2020, doi: 10.1073/pnas.1915378117.[3] K. W. Phillips, D. Medin, C. D. Lee, M. Bang, S. Bishop, and . N. Lee, “How Diversity Works,” Sci. Am., vol. 311, no. 4, pp. 42–47, Sep. 2014, doi: 10.1038/scientificamerican1014-42.[4] T. T. Aldridge and D. Audretsch, “The Bayh-Dole Act and scientist entrepreneurship,” Res. Policy, vol. 40, no. 8, pp. 1058–1067, Oct. 2011, doi: 10.1016/j.respol.2011.04.006.[5] A. Huang-Saad, J. Fay, and L. Sheridan, “Closing the divide: accelerating technology commercialization by catalyzing the university

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

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Culture & Social Justice in Education, Equity

engineering design,” ASEE Annu. Conf. Expo. Conf. Proc., 2013.[3] C. Garibay and R. M. Teasdale, “Equity and Evaluation in Informal STEM Education,” New Dir. Eval., vol. 2019, no. 161, pp. 87–106, 2019.[4] B. Williams, J. Figueiredo, and J. Trevelyan, Engineering Practice in a Global Context. 2013.[5] R. E. Dunlap and K. D. Van Liere, “The ‘new environmental paradigm,’” J. Environ. Educ., vol. 9, no. 4, pp. 10–19, 1978.[6] A. Byars-Winston, “Toward a framework for multicultural STEM-focused career interventions,” Career Dev. Q., vol. 62, no. 4, pp. 340–357, 2014.[7] C. Kivunja and A. B. Kuyini, “Understanding and Applying Research Paradigms in Educational Contexts,” Int. J. High. Educ., vol. 6, no. 5, p

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Soukaina Jazouli; Andrea Atkins, University of Waterloo

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Diversity

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

gender. Most of all programs and gendersspecified ramps as the facilitation way used for entrances. Looking at the EnvE program that wasnot exposed to the presentation or the tour we can see that female students mentioned theuncommon facilitation ways while male students didn’t think of them. This includes adequatelightings, door handles and sliding doors.Table 5 Facilitation ways by program and gender shown in percentages. The following abbreviations are used: PAT = Preferanother term; PNS = prefer not to say; A P = Accessible parking; A L = Adequate lighting; A D = Automatic Doors; C C = Colorcoding; D H = Door Handles; E = Elevators; L D = Light Doors; R = Railings; Ra = Ramps; S = Signage; S D = Sliding Doors; U =unknown; U B= Use of Braille

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

males’ experiences on multiracialstudent teams in engineering. Journal of Women and Minorities in Science and Engineering,26(4).[12] Cohen, G. L., & Garcia, J. (2008). Identity, belonging, and achievement: A model,interventions, implications. Current directions in psychological science, 17(6), 365-369. 8[13] Wright, M. C., Finelli, C. J., Meizlish, D., & Bergom, I. (2011). Facilitating the scholarshipof teaching and learning at a research university. Change: The Magazine of Higher Learning,43(2), 50-56.[14] Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum.[15] hooks, b. (2014). Teaching to transgress. Routledge

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Rachel Figard, Arizona State University

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Diversity

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

criterion’s rating. The reviewers' conclusions were guided by iterative and critical reflectionat each stage of the analysis process.Figure 1Evaluative Criteria for the Reporting of Disability-Related Demographic Information 1. Is disability included as a demographic characteristic? (Yes, no) a. Does the disability data include postsecondary? (Yes, no, unclear) b. If not, what category does the disability data fall in? 2. What language does the data report use when talking about disability? (Person-first, Identity- first, Disability as a functional limitation) 3. Is a definition given for “disability” or information provided on how the data report conceptualized “disability”? (Yes, somewhat, no

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe

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Diversity

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

it’s easy to do here at _________ . ” [student]Students reported that when they saw class statistics, it made them feel inadequate, and theywere even concerned about the repercussions it could have on their employability. For example,another student said: “I don't like how on the transcript they show the median. You might be getting a B+ or an A- and you're below median. I feel like that's a little sad, and I don't want my employers to see that because it's still an A- at an Ivy League.” [student]Thus, the publishing of class statistics not only affected students’ views of themselves, but alsohad them concerned about how others would view them once seeing these statistics. The feelingsof inadequacy are especially

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

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Diversity

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

having more/open conversations with your students about neurodiversity?b) Have you noticed more students identifying as neurodivergent/seeking accommodations?)from the spring interview protocol. We analyzed these questions because they focused onneurodiversity and the participants’ conceptions of neurodiversity. These questions representthree out of the ten interview questions.C. PositionalityThis paper was written by a team of neurodivergent individuals and their allies. Our motivationand approach to this work is shaped by the personal experiences of the neurodivergent authorsand by our experiences working with a range of neurodivergent students within STEM teachingand research contexts. We also believe it is important to acknowledge that while

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus

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Diversity

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

subjective meaning-making [19, pp. 254–256], [20]. Specifically, we used narrative semi-structured interviews, withan interview protocol composed of ten questions, for instance including questions such as: 1. What should the engineering college and university do to improve women students’ sense of belonging? 2. Do you feel you belong to the engineering college? (a) If so, can you tell me a time when you felt you belonged to engineering? Why did you feel you belonged to college? Could you give me examples of when you do not feel a sense of belonging to an engineering college? (b) If not, can you tell me a time when you didn’t feel you belonged to engineering? Why didn’t feel you belonged to

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Diversity

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Culture & Social Justice in Education, Equity

Journal of ProjectManagement, vol. 34, no. 1, pp. 82-93, 2016.[9] J. R. Katzenbach and D. K. Smith, “The discipline of teams,” Harvard Business Review, vol.83, no. 7, pp. 162-171, 1993.[10] A. Olmstead, A. Beach, and C. Henderson, “Supporting improvements to undergraduateSTEM instruction: An emerging model for understanding instructional change teams,”International Journal of STEM Education, vol. 6, no. 1, p. 1-15, 2019.[11] A. Melucci, “The process of collective identity,” Social Movements and Culture, vol. 4, pp.41-63, 1995.[12] I. Vanaelst, B. Clarysse, M. Wright, A. Lockett, N. Moray, and R. S'Jegers,“Entrepreneurial team development in academic spinouts: An examination of teamheterogeneity,” Entrepreneurship Theory and Practice, vol. 30, no

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Clay Walker, University of Michigan

Tagged Divisions

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

, such as the attachmentof problem context, the development of knowledge, and system (re)design. The MERD is a greattool to guide the ways in which students think about solving engineering problems. Thus, MERDis particularly beneficial for students with limited exposure to the real engineering world, such aslow-income and first-gen college students, and students whose first language is not English.REFERENCE[1] Accrediation Board for Engineering and Technology (ABET), “Criteria for accrediting engineering programs,” Baltimore, MD: Author, 2000.[2] J. Trevelyan, “Reconstructing engineering from practice,” Engineering Studies, vol. 2, no. 3, pp. 175–195, Dec. 2010, doi: 10.1080/19378629.2010.520135.[3] J. A. Donnell, B. M. Aller, M. Alley

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette

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Diversity

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

withpseudonymized interview data (where faculty are pseudonymized as Professors A-R). This is thefirst publication with data collected and analyzed through these instructor interviews. TABLE I: Instructor interview participant information Course Number of instructors, Mode of instruction due to pseudonyms COVID Spring 2020 Engineering 2 2/7, A, B In-person then mid-semester shift to online Spring 2021 Engineering 1 and 2 12/20, C-N Online Spring 2022 Engineering 1 and 2 4/10 who had not already In

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagash Antoine Clarke, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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

, Klan members; b) the group that fails toacknowledge whiteness, i.e., proponents of color blind ideology, and c) white guilt. In addition, adevelopment of a positive white identity necessitates the awareness and interrogation ofwhiteness [46]. This however is a process which involves stages like contact or denial of theracialized context of whiteness. Disintegration involves acknowledgement of white supremacyand systemic nature of racism. In addition to these elements, there is reintegration, where victimsof racism are blamed for their oppression. There are also other stages, the last being autonomy,where white people become active antiracists engaging with other white antiracists andmarginalized communities (people of color and other oppressed

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Diversity

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

Canadian EngineeringEducation Association (CEEA). https://doi.org/10.24908/pceea.vi.15886[3] Mueller-Alexander, J. M., & Soto, A., & Leonardi, B. M. (2023, June), Research in Progress:Engineering Research for Indigenous Engineering Techniques Paper presented at 2023 ASEE AnnualConference & Exposition, Baltimore , Maryland. 10.18260/1-2—44115[4] Ketchum, Q.J. 2023. Walking Between Two Worlds: Indigenous Student Stories of Navigating theStructures & Policies of Engineering at Public, Non-Native Institutions. Dissertation. Virginia Tech,Blacksburg, VA, USA[5] Risling Baldy, Cutcha, Kaitlin Reed, and Kayla Begay. 2023. "Polytech to PolyTEK: TraditionalEcological Knowledge, Indigenous Science, and the Future Forward Polytechnic

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Andrea Herrera, Universidad de los Andes, Columbia

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Diversity

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

. Accessed: Apr. 03, 2023. [Online]. Available: www.acnur.org/5d4b20184.pdf[3] Organización de las Naciones Unidas, Convención sobre el estatuto de los refugiados. ACNUR, 1951. Accessed: Apr. 03, 2023. [Online]. Available: www.acnur.org/5b0766944.pdf[4] C. Esguerra Muelle, “La representación periodística de las migraciones,” in Pistas para contar la migración, Bogotá: Fundación Konrad Adenauer, 2019.[5] L. Moll, C. Amanti, D. Neff, and N. González, Funds of Knowledge. Routledge, 2006. doi: 10.4324/9781410613462.[6] M. J. Strickland, J. B. Keat, and B. A. Marinak, “Connecting worlds: Using photo narrations to connect immigrant children, preschool teachers, and immigrant families.,” Sch Comm

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

schooland schooling. American Journal of Education, 88, 401–430.[3] Brimer, A., Madaus, F. G., Chapman, B., Kellaghan, T., & Wood, R. (1978). Sources ofdifference in school achievement. Slough, UK: NFER Publishing Company.[4] Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good.Cambridge, MA: Harvard University Press.[5] Bryk, A. S., Raudenbush, S. W, & Congdon, R. T. (1986). MM4: Hierarchical linear andnonlinear modeling with the MM/2L and MM/3L programs. Chicago, IL: Scientific SoftwareInternational.[6] Camburn, E.M., 1990. College completion among students from high schools located in largemetropolitan areas. American Journal of Education 98, 551-569.[7] Fischer, C.S. et al., 1996. Inequality by

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

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Diversity

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

practices and dimensions of impact on equity research: Acollaborative inquiry and call to the community. Journal of Engineering Education, 110(1),19-43. https://doi.org/10.1002/jee.20377Thomas, L. D., Sattler, B., & Carberry, A. R. (2011, October). Work in progress—Developing agraduate consortium in engineering education. In 2011 Frontiers in Education Conference (FIE)(pp. T2J-1). IEEE.Thomas, L. D., Watt, D. L., Cross, K. J., Magruder, J. A., Easley, C. R., Monereau, Y. A. J., ... &Benjamin, A. M. (2016, June). As purple is to lavender: Exploring womanism as a theoreticalframework in engineering education. In 2016 ASEE Annual Conference & Exposition.WEPAN (2020, September). WEPAN Leads $1,314,999 NSF ADVANCE Partnership

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Stacey Sexton

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Diversity

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

communities do and how they function.References:[1] A. Lorde, A Burst of Light: Essays. Firebrand Books, 1988.[2] b. hooks, All About Love: New Visions, 1st Perennial ed., Harper Perennial, 2000.[3] L. Sutcher, L. Darling-Hammond, and D. Carver-Thomas, “Understanding teacher shortages: An analysis of teacher supply and demand in the United States,” Education Policy Analysis Archives, vol. 27, p. 35, Apr. 2019, doi: 10.14507/epaa.27.3696.[4] T. D. Nguyen, C. B. Lam, and P. Bruno, “Is there a national teacher shortage? A systematic examination of reports of teacher shortages in the United States,” Annenberg Institute at Brown University, EdWorkingPaper 22-631, Aug. 2022, doi: 10.26300/76eq-hj32.[5] K. P. McVey and J

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

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Diversity

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Culture & Social Justice in Education, Equity

Illinois.Wright College’s student success rates measured by completion have been strong and improvingrelative to other national urban community colleges, but are below state and national averages.In 2015 the college piloted a selective guaranteed admission program, Engineering Pathways (EP),to one of the nation’s top engineering schools (The Grainger College of Engineering at theUniversity of Illinois Urbana Champaign, UIUC). Initial results for the small first-year cohort werevery positive: 89% transfer rate and all students who transferred to UIUC graduated. Theprogram’s initial success rested on a) cohort model with a small number of students and strongcontrols; b) co-branding that attracted local students interested in pursuing engineering at UIUCwho

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

Paper ID #39701Examining an Equity-Focused Collective Impacted Project through the Lensof Alliance Members’ Prior ExperiencesRebecca Zarch, SageFox Consulting Group Rebecca Zarch is an evaluator and a director of SageFox Consulting Group. She has spent almost 20 years evaluating and researching STEM education projects from K-12 through graduate programs.Dr. Monica McGill, CSEdResearch.org Monica McGill is President & CEO of CSEdResearch.org. Her area of scholarship is K-12 computer science and cybersecurity education research with a current focus on diversity and improving the quality of research

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

Tagged Topics

Diversity

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

.[6] C. R. Østergaard, B. Timmermans and K. Kristinsson, "Does a different view create something new? The effect of employee diversity on innovation," Elsevier, vol. 40, no. 3, pp. 500-509, 2010.[7] S. A. R. Vakil, "The racial politics of STEM education in the USA: interrogations and explorations," Race Ethnicity and Education, vol. 22, no. 4, pp. 449-458, 2019.[8] L. L. Martins and F. J. Milliken, "Searching for Common Threads: Understanding the Multiple Effects of Diversity in Organizational Groups," The Academy of Management, vol. 21, no. 2, p. 402433, 1996.[9] Engineering, National Academy of, Educating the Engineer of 2020: Adapting engineering Education to the New Century, Washington, DC: The National Academies Press

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University

Tagged Topics

Diversity

Tagged Divisions

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

, M., Hayes, J. A., Locke, B. D., & Lockard, A. J. (2018). Treatment- seeking college students with disabilities: Presenting concerns, protective factors, and academic distress. Rehabilitation psychology, 63(1), 55.Freeman, M. T., Anderman, L., & Jensen, M. J. (2012). Establish a sense of belonging. The Journal of Experimental Education, 75(3), 203.Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of personality and social psychology, 102(4), 700.Groen, C. J., Paretti, M. C., McNair, L. D., Simmons, D. R., & Shew, A. (2018, April). Experiencing disability in undergraduate civil engineering education: An

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Paper ID #33603Liberatory Potential of Labor Organizing in Engineering EducationJoseph Valle, University of Michigan, Ann Arbor Joseph ’Joey’ Valle is a Ph.D candidate in Materials Science and Engineering at the University of Michi- gan - Ann Arbor. His thesis includes both technical and engineering education research components. His engineering education research focuses on understanding and seeking ways to undo oppression based harm in engineering. He holds a B.S.E in materials science and engineering from MIT and a M.S.E in materials science and engineering from the University of Michigan - Ann Arbor, with a focus on

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

Tagged Topics

Diversity

Tagged Divisions

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

.[7] N. W. Sochacka, J. Walther, J. R. Rich, and M. A. Brewer, “A Narrative Analysis of Stories Told about Engineering in the Public Discourse: Implications for Equity and Inclusion in Engineering,” Studies in Engineering Education, vol. 2, no. 2, p. 54, Aug. 2021, doi: 10.21061/see.55.[8] H. Siegel, “Epistemological Diversity and Education Research: Much Ado About Nothing Much?,” Educational Researcher, vol. 35, pp. 3–12, 2006.[9] “The Research Agenda for the New Discipline of Engineering Education,” Journal of Engineering Education, vol. 95, no. 4, pp. 259–261, 2006, doi: 10.1002/j.2168- 9830.2006.tb00900.x.[10] A. Katz, J. B. Main, A. Struck Jannini, and D. Knight, “Special report: The research topics addressed

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

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

Native American Communities,” 2016.[14] S. A. Williams, A., Berger, J. B., & Mcclendon, Toward a Model of Inclusive Excellence and Change in Post-Secondary Institutions. Washington, DC: Association of American Colleges and Universities, 2005.[15] A. M. Karlberg, “Assessment in a tribal college context: A case study of Northwest Indian College,” University of British Columbia, 2007.[16] M. P. Alkholy, S., Gendron, F., Dahms, T., & Ferreira, “Assessing student perceptions of indigenous science co-educators, interest in STEM, and identity as a scientist: A pilot study.,” Ubiquitous Learn. An Int. J., vol. 7, no. (3-4), pp. 41–51, 2015.[17] J. Banks, C., Mudhan, P., & Fidler, “Indigenous STEM