ASEE PEER - Search Results

Displaying results 151 - 180 of 252 in total

← Previous
1
2
3
4
5
6
7
8
9
Next →

From Their Perspective : What underrepresented students in engineering say about the effect of assessment and reporting practices on their level of confidence.

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029913027

Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029819371

Ethiopian Women Students’ Recommendations for Enhancing Their Sense of Belonging in Engineering Education

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029819371

The impact of technology on minoritized students’ agency and environmental responsibility

Conference Session: Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

environmental education. Journal of Virtual Studies, 9(2), 25-36.[18]Dari, S. S. (2024). The Effectiveness of Virtual Reality in Environmental Education: A Pilot Study. International Electronic Journal of Environmental Education, 14(1), 01-13.[19]McNally, B., & de Andrade, B. (2022). Altered spaces: new ways of seeing and envisioning nature with Minecraft. Visual Studies, 37(3), 175-182.[20]Harrison, M., & Gesthuizen, R. (2020). Shared regulatory planning in Minecraft. In Encyclopedia of education and information technologies (pp. 1484-1497). Cham: Springer International Publishing.[21]Minecraft Education. (n.d.). Get Minecraft for your classroom. https://education.minecraft.net/en-us[22]Doğan, A., & Kahraman, E. (2020

Relevance Score: 0.029754043

Unified Voice and Group Agency: Developing Teams to Transform Engineering Education

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029731805

Mechanical Engineering Reasoning Diagram: How Can Modeling Engineering Thinking Support Learning in Writing Intensive Labs?

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

Relevance Score: 0.02968753

On Faculty Responsibility for Increasing Students’ Sense of Support in the Classroom: Lessons from I-MATTER about Black and Brown Students

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029618207

Underrepresented minority students’ portrayal of engineering and what engineers do

Conference Session: Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Fatemeh Khalkhal, San Francisco State University; Stephanie Claussen, San Francisco State University; Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Elysee Matembe Ekanga, San Francisco State University (SFSU)
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

science, technology, engineering and maths,” in Social inclusion and higher education, Bristol Chicago: Policy Press, 2012, pp. 65–82.[6] B. Geisinger and D. Raman, “Why they leave: understanding student attrition from engineering majors,” International Journal of Engineering Education, vol. 29, no. 4, pp. 914–925, 2013.[7] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study,” Journal of Research in Science Teaching, vol. 47, no. 8, pp. 978–1003, 2010, doi: 10.1002/tea.20363.[8] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as

Relevance Score: 0.029552557

White Male Allyship in STEM Higher Education: An Autoethnographic Study

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029479839

WIP: “This is What We Learned”: Sharing the Stories of Experiences of Indigenous-Centered, Engineering & Community Practice Graduate Program at Cal Poly Humboldt

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.02945531

ICT-Mediated STEM for the Inclusive Education of Migrants and Refugees Children

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.029440742

Postdoctoral Affairs Offices: Too Much To Do, Too Little Institutional Support

Conference Session: Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Sylvia L. Mendez, University of Kentucky; Jennifer Tygret; Comas Lamar Haynes, Georgia Tech Research Institute; Canek Moises Luna Phillips, Rice University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #47750Postdoctoral Affairs Offices: Too Much To Do, Too Little Institutional SupportDr. Sylvia L. Mendez, University of Kentucky Dr. Sylvia Mendez is a Professor in the Department of Educational Leadership Studies at the University of Kentucky. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. Dr. Mendez is engaged in several National Science Foundation-sponsored collaborative research projects focused on broadening participation in STEM

Relevance Score: 0.029214581

WIP: QuantCrit Analysis of the Impacts of Teaching Innovations on Student Development

Conference Session: Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

-efficacy, and receiving learning experiencesrelevant to the work of engineers/computer scientists also reported a stronger sense of belongingin engineering/CS, F(3, 75) = 19.99, p < .001, r2 = .42.Table 2: Linear model of students’ engineering identity scores Standardized Unstandardized Coefficients Coefficients t Sig. B Std. Error Beta (Constant) 0.10 0.74 0.14 0.89 Cultural compatibility 0.41 0.11 0.38 3.75

Relevance Score: 0.02920049

Ending the Use of Non-Disclosure Agreements to Silence Reporting of Sexual Harassment and Discrimination in US Higher Education

Conference Session: Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Engineers, 2019. [Online]. Available: https://www.nspe.org/career-growth/nspe-code-ethics-engineers.[3] T. McNally, “Non-disclosure agreements in sex harassment cases to be banned,” Irish Examiner, July 22, 2024. [Online]. Available: https://www.irishexaminer.com/news/arid- 41440909.html.[4] Legal Services Board (UK), “The misuse of NDAs: Call for evidence themes and summary of evidence,” Feb. 2024. [Online]. Available: https://legalservicesboard.org.uk/wp- content/uploads/2024/02/NDA-call-for-evidence-themes-and-summary-Feb-2024.pdf.[5] A. L. Chan. B. J. Nichols. A. Daub, A. D. Crossley, “Assessing the Impact of Non-Disclosure Agreements and Forced Arbitration Clauses on Survivors of Workplace Sexual Harassment and

Relevance Score: 0.02904572

Leveling the Playing Field: Enacting Equitable Pedagogy to Teach Rigid Body Dynamics

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.028804177

Outsiders: Pathways and Perspectives from Engineering Education PhDs Outside Academia

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.028687458

“No one has asked me before”: Reflections on understanding compassion fatigue among computer science researchers, teachers and advocates

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.028638653

Equity, Engineering, and Excellence: Pathways to Student Success

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.028384253

Using student-led case studies in engineering to build cultural awareness, self-knowledge, and ethical engagement

Conference Session: Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. For example, a few simply saidsomething along the lines of, “this is relevant to me because I’m an engineering student.”Similarly, when students prepared their research posters on their chosen computing technology,nearly ⅓ of the class had little-to-no social impact analysis included on their posters, despite thatbeing an explicit expectation on the assignment sheet (see Appendix B).The main takeaway from the experience in this section is that when the case study sequence wasframed as technology-first rather than people-first, students had a harder time connecting theidentity work to the assignments and appeared to see the human impact analysis as secondary,even optional.Reflections from Section 910Probably the most important part of this

Relevance Score: 0.028367141

Examining an Equity-Focused Collective Impacted Project through the Lens of Alliance Members’ Prior Experiences

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
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.028296318

How Diversifying / Updating the Teaching Team Has Positively Affected Teaching

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
Tagged Divisions: 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

Relevance Score: 0.02828071

WIP Unseen: Examining the Link Between Disability Status and Students’ Sense of Belonging in Undergraduate Engineering

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

Relevance Score: 0.02827852

Liberatory Potential of Labor Organizing in Engineering Education

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

Relevance Score: 0.028155053

Metaphors in Engineering Education Research: Prisms to Analyze the Epistemological Spectrum

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

Relevance Score: 0.028017294

Collaborative Professional Learning Communities for Culture-Based Physics Curriculum Development: Integrating Local Knowledge with NGSS

Conference Session: Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Clausell Mathis II, Michigan State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. Res Sci Edu 50(2), 573-597. (2020).[6] B. Schneider, , J. Krajcik, , J. Lavonen, , K. Salmela-Aro, C. Klager, L. Bradford, , ... & K. Bartz,Educ Researcher, 51(2), 109-121. (2022)[7] M. Windschitl, J. Thompson, & M. Braaten. (2020). Ambitious science teaching. HarvardEducation Press.[8] Dimcheff(2021).https://record.umich.edu/articles/project-based-learning-yields-better-student-outcomes-studies-show/[9] R. Kumar, A. Zusho, & R. Bondie. Educ. Psychol, 53(2), 78-96. (2018)[10] G. Ladson-Billings. (1995). Am. Educ. Res. J., 32(3), 465-491.[11] G. Gay. (2002). J Teach Educ, 53(2), 106-116.[12] Anonymize for review.[13] T. A. Benson, & S. E. Fiarman. Unconscious bias in schools: A developmental approach toexploring race and racism

Relevance Score: 0.027949316

Indigenizing the Artificial Intelligence (AI) Programmed Engineering Education Curriculum, Challenges and Future Potentials

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

Relevance Score: 0.027783215

It’s No Mystery, So It Must Be Intentional: How Institutions Fail to Support Black STEM Doctoral Students’ Mental Health

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

-American women’s experiences in graduate science, technology, engineering, and mathematics education at a predominantly white university: A qualitative investigation. Journal of Diversity in Higher Education, 9(4), 307–322.Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38(4), 674-687.Burt, B. A., Williams, K. L., & Smith, W. A. (2018). Into the storm: Ecological and sociological impediments to Black males’ persistence in engineering graduate programs. American Educational Research Journal, 55(5), 965–1006.Braun, V., & Clarke, V. (2006). Using thematic analysis in

Relevance Score: 0.027765278

Community-Driven, Participatory Engineering Design Frameworks to Shape Just, Liberatory Health Futures

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Grace Wickerson, Northwestern University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

; society online, 14, 20-27. https://doi.org/10.1016/j.rbms.2021.07.003[9] Zucker, I., & Prendergast, B. J. (2020, 2020/06/05). Sex differences in pharmacokinetics predict adverse drug reactions in women. Biology of Sex Differences, 11(1), 32. https://doi.org/10.1186/s13293-020-00308-5[10] Obermeyer, Z., Powers, B., Vogeli, C., & Mullainathan, S. (2019, 2019/10/25). Dissecting racial bias in an algorithm used to manage the health of populations. Science, 366(6464), 447-453. https://doi.org/10.1126/science.aax2342[11] Vyas, D. A., Eisenstein, L. G., & Jones, D. S. (2020, 2020/08/27). Hidden in Plain Sight — Reconsidering the Use of Race Correction in Clinical Algorithms. New England Journal of

Relevance Score: 0.027759627

WIP: Understanding the Experiences of Neurodivergent Learners in Engineering and Computing Majors

Conference Session: Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

savant syndrome: an extraordinary condition. A synopsis: past,present, future,” Philosophical Transactions of the Royal Society B: Biological Sciences, vol.364, no. 1522, pp. 1351–1357, May 2009, doi: https://doi.org/10.1098/rstb.2008.0326.[13] E. Griffin and D. Pollak, “Student experiences of neurodiversity in higher education:insights from the BRAINHE project,” Dyslexia, vol. 15, no. 1, pp. 23–41, Feb. 2009, doi:https://doi.org/10.1002/dys.383.[14] N. Doyle, “Neurodiversity at work: a biopsychosocial model and the impact on workingadults,” British Medical Bulletin, vol. 135, no. 1, pp. 108–125, Sep. 2020, doi:https://doi.org/10.1093/bmb/ldaa021.[15] S. C. K. Shaw, S. McCowan, M. Doherty, B. Grosjean, and M. Kinnear, “TheNeurodiversity

Relevance Score: 0.027757216

Analysis of Learning Assistants' Beliefs of Status and Their Role as Status Interventionists

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Harpreet Auby, Tufts University; Milo Koretsky, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

feel like you belong.” During the second week of classes, I was sitting in on a group of three: one white boy, a white girl, and a Black boy. I immediately noticed how the white boy in the group lead and dominated the conversation. The white girl in the group was able to follow the white boy’s reasoning, agreed with him, and they seemed to decide together that that was the answer. I noticed that the Black boy in the group did not contribute to the conversation at all, and part of me put myself in his shoes. Is he not contributing because a) he doesn’t feel comfortable in the space to share his ideas, or b) does he not understand the question and needs further clarification? As a Black student at

Relevance Score: 0.027723717

← Previous
1
2
3
4
5
6
7
8
9
Next →

ASEE Conferences

Results by Year

Showing results for Equity only

Results by Topic