Displaying results 181 - 210 of 235 in total
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- Critical Conversations on Being Valued
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- 2021 ASEE Virtual Annual Conference Content Access
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- Emily Gwen Blosser, University of Louisiana at Lafayette
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- Culture & Social Justice in Education, Equity
Paper ID #33187An Analysis of Gendered Outreach Messages on the Engineer Girl Website:How Female Engineers Promote Engineering to Young WomenDr. Emily Gwen Blosser, University of Louisiana at Lafayette Dr. Emily Blosser is an Assistant Professor of Sociology at the University of Louisiana at Lafayette. She has a Bachelor of Arts in German from the University of Texas and a Master of Public Affairs from the LBJ School of Public Affairs and a Master of Arts in Russian, East European, and Eurasian Studies from the University of Texas at Austin. She holds a Ph.D. in Sociology from Louisiana State University. She is interested
Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University
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used in health care. Exposing engineeringundergraduate students to health care disparities through courses and other learning activities willraise the awareness of this future workforce and potentially lead to more innovative technologicalsolutions that reduce these disparities [9].The task force recommends the following topics related to the existence and prevalence ofdisparities be included in any curricula: a) US racial and ethnic demographic factors that impacthealth care; b) the magnitude of key health disparities in common disease categories; c) the historyof segregation in US health care; d) the differences in access to care for different demographicgroups; e) the disparities that exist amongst demographic groups to effective treatment
- Conference Session
- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University
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challenges through sustainable and ethicalpractices. The framework encourages the integration of multidisciplinaryapproaches to engineering education, promoting a balance between technicalproficiency and a deep commitment to societal and environmental well-being [7].The relevance of the EOP framework to social responsibility and climate justicelies in its commitment to fostering engineers who can engage critically with theintersection of technological advancements, environmental sustainability, and theneeds of marginalized communities. By doing so, it provides a pathway foraddressing pressing global issues such as climate change, inequitable resourcedistribution, and the disproportionate impacts of environmental crises onvulnerable populations [8].B
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Maria L. Espino, University of South Carolina; Brian Le, University of California, Los Angeles; Spencer Platt, University of South Carolina; Henry Tran, University of South Carolina
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Education Statistics. (2022). Characteristics of Postsecondary Faculty.Condition of Education. U.S. Department of Education, Institute of Education Sciences.Retrieved May 31, 2022, from https://nces.ed.gov/programs/coe/indicator/csc.[4] Nelson, D. J., & Brammer, C. N. (2010). A national analysis of minorities in science andengineering faculties at research universities (2nded.). Unpublished policy report.[5] Reybold, L. E. (2003). Pathways to the professorate: The development of faculty identity ineducation. Innovative Higher Education, 27, 235-252.[6] Sklar, D. P. (2016). Moving from faculty development to faculty identity, growth, andempowerment. Academic Medicine, 91(12), 1585-1587.[7] Whittaker, J. A., Montgomery, B. L., & Acosta, V. G
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey
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- Culture & Social Justice in Education Division (EQUITY), Equity
theindividual's identities, they're given less space, less runway, and less benefit of the doubt to dowhat they need to do for the job.Another thing to add to the “Pet to Threat” thing is this notion of likability. If I show up and I actas my authentic self, which is sort of a little bold and assertive, I don't get to be called a bold,assertive leader. I get to be called other words that start with B. There's this complicated thingthat both women and women of color face – it’s a bind in the way we're perceived and thestereotypes that get assigned to us. I may be excellent, and I may have earned all the credentialsto get to that position, but my credibility and my likeability will be questioned over and over.As a takeaway and as something I would
- 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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- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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andexplore additional themes that emerge. While 40% of the GEAR-SR cohort participated ininterviews, additional interviews may be conducted to ensure a broader representation ofparticipant backgrounds and experiences. Investigating the specific elements of the GEARprogram that most significantly contribute to student outcomes will inform programenhancements and exploring the differential impacts of the GEAR program on students fromdiverse backgrounds, including those traditionally marginalized in engineering, could providevaluable insights.References[1] Alvarado, C., Villazon, S., & Tamer, B. (2019). Evaluating a Scalable Program for Undergraduate CS Research. Proceedings of the 2019 ACM Conference on International Computing Education
- Conference Session
- Bridging Content and Context in the Classroom
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.
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/campuspride2010lgbtreportssummary.pdf.[17] M. Carroll et al., “Gender differences in students’ team expectations and experiences in introductory team-based courses,” presented at the ASEE’s Virtual Conference, Virtual On line, 2020.[18] R. Fowler, L. K. Alford, J. A. Coller, S. Sheffield, and M. P. Su, “Student perceptions of teamwork support,” presented at the ASEE Annual Conference & Exposition, Tampa Bay, FL, 2019.[19] G. Guis, A. Osman, M. R. Nevrly, and B. D. Lutz, “Exploring the influence of team gender composition during conceptual brainstorming,” presented at the 2020 ASEE PSW Section Conference, Davis, CA, 2020.[20] H. Hartman and M. Hartman, “Is teamwork a female-friendly pedagogy?,” in Gender in engineering - Problems and
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University
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, engineering identity, and sense of inclusion," Journal of Engineering Education, vol. 110, no. 2, pp.371-392, 2021.[20] S. Ambrose, K. Dunkle, B. Lazarus, I. Nair, L. Ritter, "Journeys of Women in Science & Engineering," presented at Women in Engineering ProActive Network, 1997.[21] E. Ehlinger and R. Ropers, ""It's All About Learning as a Community": Facilitating the Learning of Students With Disabilities in Higher Education Classrooms," Journal of College Student Development, vol. 61, no. 3, pp. 333-349, 2020.[22] M.S. Ross, J.L. Huff, and A. Godwin, "Resilient engineering identity development critical to prolonged engagement of Black women in engineering," Journal of Engineering Education, vol
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut
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goals in creating this cogen were very similar to those of a typical cogenpractice, however. Namely, our goals were to (a) embody anti-racist, feminist pedagogy in anengineering course (b) democratize class control and increase student agency over their learning(c) center the experiences of students who experience racial injustice, (d) empower students to leadclassroom conversations and direct course development. Additionally, it was important for us to(e) call attention to an important 21st-century social justice issue, (f) enable students to “plug in”to ongoing environmental movements at the university and nearby local communities, and (g)engage students in intimate, personal discussions during the era of online instruction, modeling an
- Conference Session
- An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)
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- 2025 ASEE Annual Conference & Exposition
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- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder
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ideas of what it means to be ‘sane,’” University Affairs/Affaires universitaires. Accessed: Mar. 30, 2022. [Online]. Available: https://www.universityaffairs.ca/features/feature-article/mad-studies/[14] B. A. LeFrançois, R. Menzies, and G. Reaume, Mad Matters A critical reader in canadian mad studies. Toronto, ON, Canada: Canadial Scholars’ Press Inc., 2013. [Online]. Available: https://www.canadianscholars.ca/books/mad-matters[15] R. McRuer, Crip theory: Cultural signs of queerness and disability. New York: New York: New York University Press, 2006.[16] E. National Academies of Sciences and Medicine, Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine
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- Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University
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educational system [2].In higher education, academic grade (GPA), retention, and persistence are traditionalmeasurements for evaluating students’ academic success [4]. These standardized test scores areestablished in traditional college-age students, which could form deficit lenses without fullyunderstanding post-traditional students’ academic performance and experience. As post-traditional students have been a prominent subpopulation in higher education, scholars suggest amore inclusive and equitable approach to measuring students’ academic success [4].In this study, we define post-traditional students as those who are: “(a) Delaying collegeenrollment by one year or more; (b) attending college part-time (i.e., fewer than 12 credits persemester); (c
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo
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again in academic year 21/22.Additionally, we plan to assess the impact of the modules on students’ attitudes and likelihood tocontinue social justice work in their engineering careers through the Social Justice Attitude [4]survey, coupled with focus groups and individual interviews.References[1] D. Riley, Engineering Thermodynamics and 21st Century Energy Problems: A TextbookCompanion for Student Engagement, Morgan & Claypool, 2012.[2] D. Riley, Engineering and Social Justice, Morgan & Claypool, 2008.[3] Leydens and J. Lucena, "Engineering Justice: Transforming Engineering Education andPractice, IEEE Press, 2018.[4] S. Torres-Harding, B. Siers, and B. Olson, “Development and Psychometric Evaluation of theSocial Justice Scale (SJS
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- Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
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- Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut
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- Culture & Social Justice in Education Division (EQUITY), Equity
2007 Annual Conference & Exposition (pp. 12-1300).Chacon-Hurtado, D., & Sirota, S., & Hertel, S. (2022, August), Teaching Engineering for Human Rights: Lessons Learned from a case study-based undergraduate class Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41593Chacon-Hurtado, D., Kazerounian, K., Hertel, S., Mellor, J., Barry, J. J., & Ravindran, T. (2023). Engineering for human rights: The Theory and practice of a human rights–based approach to engineering. Science, Technology, & Human Values, forthcoming (onlinefirst).Covell, K., & Howe, R. B. (1999). The impact of children's rights education: Canadian study. International Journal
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- Institutional inclusion: Advancing equity and belongingness in engineering education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile
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- Culture & Social Justice in Education Division (EQUITY), Equity
for those items was: In my School, it is easy for me to findsupport services for a) Psychological accompaniment, b) Planning my career with academiccounseling, c) Receiving academic tutoring, d) Find health and wellness support services, ande) Get involved in sports and complementary areas (leadership, diversity, and gender,participatory meetings, etc.). For this dimension of "Perceived Institutional Support," thepossible response scale of the Likert type included the possibility of answering with 0. I donot know that service. Table 1. Sample items by survey dimensions. Dimensions Sample items Sense of belonging- I feel comfortable asking a teacher for help when I don't understand the subject
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
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- 2023 ASEE Annual Conference & Exposition
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- Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University
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]. Landreman’s et al. [5] critical consciousness model in Figure 1 echoes Freire’s ideologiesbut moves from theory to action in two distinct phases. In phase one, four themes emerge inraising awareness critically: (a) “exposure to diversity”, (b) “critical incidents”, (c) “self-reflection”, and the (d) “aha moment” [5, p. 281]. Our exposure geographically or interactionswith people of diverse communities serves as the initial stage of raising awareness. Theconvergence of multifaceted dimensions of cultural identity prompts the realization of socialstratifications encircling race and gender, bias, and stereotypes [5]. Not including an invitationto reflect upon our position and how it is situated in society, culture, communities, and more in asocially
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- Equity, Culture & Social Justice Technical Session
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- 2023 ASEE Annual Conference & Exposition
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- Ingrid Scheel, Oregon State University; Rachael E. Cate, Oregon State University; Devlin Montfort, Oregon State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #37342Talking Tech: How Language Variety in Engineering Curriculum InstructionCan Ease Delivery and Engage StudentsIngrid Scheel, Oregon State University Ingrid Scheel is a Project Instructor at Oregon State University. She works to teach from an integrated sociotechnical perspective in engineering science and design courses. Her focus is systems engineering and program management. Scheel has experience in small business strategic planning and risk assessment, designing and deploying fiber optic sensors and sensing systems, prototype development, instrumentation, data acquisition and analysis, and reporting
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
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Paper ID #38914Music, Coding, and Equity: An Exploration of Student and TeacherExperiences in Decoding Messaging and Discussing Equity with the ”YourVoice Is Power” CurriculumDr. Sunni Haag Newton, Georgia Institute of Technology Sunni Newton is currently a Senior Research Scientist at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educatiRoxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York
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movement in education,” Curr. Issues Comp. Educ., vol. 25, no. 2, 2023.[4] J. Peloso, “Environmental justice education: Empowering students to become environmental citizens,” Penn GSE Perspect. Urban Educ., vol. 5, no. 1, pp. 1–14, 2007.[5] L. Pulido and J. De Lara, “Reimagining ‘justice’in environmental justice: Radical ecologies, decolonial thought, and the Black Radical Tradition,” Environ. Plan. E Nat. Space, vol. 1, no. 1–2, pp. 76–98, 2018.[6] M. L. Miles, A. Schindel, K. S. Haq, and T. Aziz, “Critical examination of environmental justice education: a systemic review.,” Rev., n.d..[7] R. D. Bullard, Dumping in Dixie: Race, class, and environmental quality. Routledge, 2018.[8] D. Schlosberg and L. B. Collins, “From
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
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- 2023 ASEE Annual Conference & Exposition
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- Idalis Villanueva Alarcón, University of Florida; Homero Murzi, Virginia Tech; Marisela Martinez-Cola
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- Culture & Social Justice in Education Division (EQUITY), Equity
were several considerations that deterred us from that decision.First, it was important that we considered for the BIPOCx contingent faculty the followingfactors were considered: (a) authenticity and trust-building; (b) protection of participants frompotential repercussions to their work and livelihood; and (c) sustainability and effectiveness ofgrassroot initiatives. For ‘a’, authenticity and trust-building, BIPOCx contingent faculty inengineering are highly marginalized and severely understudied and supported. Placing thesecontingent faculty in any position where inherent power differentials to senior-level facultyand/or administrators will compromise the goals and vision for the project. Thus, we needed todeviate from “traditional
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- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
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- Muhammad Asghar, University of Cincinnati; Angela Minichiello, Utah State University; Oenardi Lawanto, Utah State University; Daniel Kane, Utah State University
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financial support was working as a teacheror research assistant at the college of engineering. Scholarships such as alumni scholarships anduniversity scholarships were also among the available financial support resources available to theparticipating engineering undergraduates.5. Limitations The primary limitations of this study pertain to the participant sample, potentially impactingthe generalizability of the findings. Firstly, the study utilized a convenience sample drawn fromthe undergraduate engineering student body at the USU College of Engineering. The utilization ofconvenience sampling may have led to several issues, including a) limitations in thegeneralizability of results to other contexts, and b) potential bias in results due to the
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
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- Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University
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- Culture & Social Justice in Education Division (EQUITY), Equity
educators ourselves who have mentored students through the transition from school to work,we see the need to support this critical transition with ongoing student-faculty-practitionerconversations about organizational navigations. And as we more continuously grapple, together,with deep-seated dimensions of inequality in engineering education and practice, we look up tothe possibility of real change.References[1] S. R. Brunhaver, R. F. Korte, S. R. Barley, and S. D. Sheppard, “Bridging the gaps between engineering education and practice,” in U.S. Engineering in a Global Economy, R. B. Freeman and H. Salzman, Eds. Chicago, IL: University of Chicago Press, 2018, pp. 129- 163.[2] E. H. Gorman and S. Mosseri, “How organizational
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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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- Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech
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Paper ID #37578How Do Students Take up Notions of Environmental Racism in anEngineering Computational Methods Course?Dr. Desen Sevi Ozkan, Tufts University Desen is a postdoctoral researcher at Tufts University in the Center for Engineering Education Outreach and the Institute for Research on Learning and Instruction Tech. She holds a Ph.D. in Engineering Edu- cation from Virginia Tech and a B.S. in Chemical Engineering from Tufts University.Ms. Cynthia Hampton, Virginia Tech Cynthia Hampton is a postdoctoral fellow with the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech. She has done work as a
- Conference Session
- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #46439Beyond the Binary: Interdisciplinary Approaches to Trans ContextsCole Thompson, Purdue University at West Lafayette (COE) Cole is currently a PhD student at Purdue University in the School of Engineering Education. Their research interests include assessing the education experiences of nonbinary students and the intricacies of nonbinary and engineering identity.Stephanie Masta, Purdue University at West Lafayette (PPI) Member of the Sault Ste Marie Tribe of Chippewa Indians and educational researcher focused on issues of equity in Black and Brown education in the United States
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- Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)
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- 2025 ASEE Annual Conference & Exposition
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- Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso
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: https://doi.org/10.1038/s41467-021-23898-z.[6] C. J. Yeh, S. Stanley, C. A. Ramirez, and N. E. Borrero, “Navigating the ‘Dual Pandemics’: The Cumulative Impact of the COVID-19 Pandemic and Rise in Awareness of Racial Injustices among High School Students of Color in Urban Schools,” Urban Education, p. 004208592210978, Apr. 2022, doi: https://doi.org/10.1177/00420859221097884.[7] Cochran, G. L., Troncone, B., Evangelista, B. R., Vera, P. J. C., Tajudeen, G. O., Mosley, N., ... and C. Ptak, “Understanding the Impact of Inequity on Student Learning Experiences During a Time of Multiple Crises,” In 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021.[8] B. Hartsell, “Teaching Toward
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- Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology
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Paper ID #42787Socio-technical and Culture-inspired Projects in Freshman Engineering DesignCourse Bring Context and Emotion to LearningDr. Raghu Pucha, Georgia Institute of Technology Dr. Raghu Pucha is a Principal Lecturer at the Woodruff School of Mechanical Engineering, Georgia Institute of Technology, in the area of CAD/CAE and Manufacturing. He teaches computer graphics, design, mechanics and manufacturing courses at Georgia Tech., and conducts research in the area of developing upfront computational tools for the design, analysis and manufacturing of advanced materials and systems. His current research includes
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Rebecca Campbell-Montalvo, University of Connecticut; Hannah Cooke, University of Connecticut; Chrystal Smith, National Science Foundation; Ellen Puccia, Beta Research Associates, Inc.; Michelle Hughes Miller, University of South Florida; John Skvoretz, University of South Florida; Hesborn Wao
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,” Anal. Soc. Issues Public Policy, vol. 22, no. 1, pp. 315–337, Apr. 2022, doi: 10.1111/asap.12290.[8] R. Campbell-Montalvo et al., “Sexual and gender minority undergraduates’ relationships and strategies for managing fit in STEM,” PLOS ONE, vol. 17, no. 3, p. e0263561, Mar. 2022, doi: 10.1371/journal.pone.0263561.[9] E. A. Cech, “LGBT Professionals’ Workplace Experiences in STEM-Related Federal Agencies,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.1094.1-26.1094.10. Accessed: Sep. 19, 2021. [Online]. Available: https://peer.asee.org/lgbt-professionals-workplace-experiences-in-stem-related-federal- agencies[10] B. E. Hughes, “Coming out in STEM: Factors affecting retention of
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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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- Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University
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Engineering Students,” Journal of Engineering Education, vol. 101, no. 3, pp. 439–468, 2012, doi: 10.1002/j.2168-9830.2012.tb00057.x.[8] C. Kang, H. Jo, S. W. Han, and L. Weis, “Complexifying Asian American student pathways to STEM majors: Differences by ethnic subgroups and college selectivity,” Journal of Diversity in Higher Education, pp. 1–11, 2021, doi: 10.1037/dhe0000326.[9] A. R. Castro and C. S. Collins, “Asian American Women in STEM in the Lab with ‘White Men Named John,’” Science Education, vol. 105, no. 1, pp. 33–61, Jan. 2021.[10] M. J. Lee, J. D. Collins, S. A. Harwood, R. Mendenhall, and M. B. Huntt, “‘If you aren’t White, Asian or Indian, you aren’t an engineer’: racial microaggressions in STEM education
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13
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- 2023 ASEE Annual Conference & Exposition
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- Bridget M. Smyser, Northeastern University; Susan F. Freeman, Northeastern University
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semester. Studentssurveyed included those in the Cornerstone of Engineering course in the First Year Engineering(FYE) program and those in the Capstone Design course (Capstone). Students were asked toprovide the name of the street they grew up on as an identifier, in order to match before and aftersurvey information. A similar but not identical set of surveys, found in Appendix B, wasadministered to both groups near the end of the term. This will be referred to as the After survey.Survey data was compiled, and Pearson’s product-moment correlation analysis was used todetermine any significant relations between the responses to the Likert questions. Answers to theopen-response questions were examined for common themes. After themes were developed
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- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
. Wolfinbarger, R. L. Shehab, D. A. Trytten, and S. E. Walden, “The influence of engineering competition team participation on students’ leadership identity development,” J. Eng. Educ., vol. 110, no. 4, pp. 925–948, Oct. 2021, doi: 10.1002/jee.20418.[18] J. Wolfe, B. A. Powell, S. Schlisserman, and A. Kirshon, “Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?,” presented at the ASEE’s 123rd Annual Conference and Exposition, American Society for Engineering Education, 2016.[19] M. Marinelli, S. Male, L.-V. Kim, and Z. Sydney, “Development of Educators’ Resources for Creating Inclusive Teamwork in Engineering and Computer Science,” presented at the 30th Australasian
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Danielle Vegas Lewis, SUNY Fredonia
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #39355”We’re Learning like Everyone Else”: Best Practices from Men AlliesDanielle Vegas Lewis, SUNY Fredonia Danielle Vegas Lewis is a doctoral candidate in the University at Buffalo’s Higher Education program. She earned a B.A. in Political Science from SUNY Cortland in 2005 and a M.Ed. in Higher Education and Student Affairs from the University of South Carolina in 2007. She is currently the SUNY PRODiG Fellow at SUNY Fredonia where she teaches sociology and gender courses. She also serves as a Research Associate for Dr. Linda DeAngelo at the University of Pittsburgh. Her research agenda aims to under