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“We’re Learning like Everyone Else”: Best Practices from Men Allies

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

Relevance Score: 0.023256784

Increasing Contextualized Social Awareness through Multidisciplinary Teams in Global Service-Learning Projects

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Susan J. Ely, University of Southern Indiana; Andrew Jason Hill, University of Southern Indiana; Kelly Marie Sparks, University of Southern Indiana
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

©American Society for Engineering Education, 2023 Increasing contextualized social awareness through multidisciplinary teams in global service-learning projectsAbstractThis paper is for ongoing work in developing unique collaborations between engineering andnon-engineering students in a user-centered design course and humanitarian engineering projectwork. In this paper, the authors will review their integration of social and emotionalcompetencies into engineering design and practice through a credit-based engineering course inconjunction with an Engineers in Action (EIA) Bridge Project student chapter at a midwesternpublic university. Previous research has shown that many universities have limited engagementwith topics of

Relevance Score: 0.023228187

Critical Perspectives on Teaching Design in First-year Engineering

Conference Session: Working Against Unjust Social Forces
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Research Society.Costanza-Chock, S. (2020). Design justice: Community-led practices to build the worlds we need. The MIT Press.creative/design/papers/32AtmanDTRS6.pdfCrewe, E. (1997). The silent traditions of developing cooks. Discourses of Development. Anthropological Perspectives. Oxford and New York: Berg.D'Ignazio, C., & Klein, L. F. (2020). Data Feminism. MIT Press.Daitch., P. B. (1970). Engineering and Social Values, Engineering Education. 61(2) 125–26.Dorst, K. (2004). On the problem of design problems-problem solving and design expertise. Journal of design research, 4(2), 185-196.Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of

Relevance Score: 0.02320069

Creating an Inclusive Engineering Student Culture Through Diverse Teams: Instructor-led and Student-led Approaches

Conference Session: Bridging Content and Context in the Classroom
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

the project teams was 3.94 in year one and 3.84 in year two.To better understand how the student perceptions of team comfort and creativity changedbetween the two years, the Pearson’s product moment correlation coefficient was calculated.The calculation was based on a correlation matrix for the question about creativity. Thecorrelation coefficient represents how closely correlated one variable is to another on a scalefrom 1 to -1. The results are shown in Figure 3. The creativity was more strongly correlatedwith the team and comfort level in the 2017 experiment, after the instructor led discussion. (a) First implementation (2016) of third- (b) Second implementation (2017) of year intervention

Relevance Score: 0.02302725

Engineering Students’ Experiences of Socially-mediated Exclusion and Inclusion: Role of Actors and Discourses

Conference Session: Critical Conversations on Being Valued
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Paper ID #32371Engineering Students’ Experiences of Socially-mediated Exclusion andInclusion: Role of Actors and DiscoursesMs. Minha R. Ha, York University Minha is a PhD Candidate in Mechanical Engineering, whose qualitative research focuses on the socio- technical knowledge integration in engineering design practice. As an interdisciplinary researcher with formal training in Molecular Biology and Education Research, she integrates grounded theory and Critical Discourse Analysis methods in order to study the transdisciplinary aspects of responsible design. Inquiry learning and knowledge co-creation are at the heart of

Relevance Score: 0.022939362

Institutional Data as Motivation for Course-level Change in Engineering

Conference Session: Asset Sourcing for Remaking Engineering Learning
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Molly McVey, The University of Kansas; Caroline R. Bennett P.E., The University of Kansas
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Intervention that Increases Underserved College Students' Success," AAC&U Peer Review, vol. Winter/Spring 2016, pp. 31-36, 2016.[11] V. Sathy and K. A. Hogan, "Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive," The Chronicle of Higher Education, 2019.[12] S. Freeman et al., "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014.[13] C. Hoessler, "Identifying and Leveraging Forces that Hinder and Support Change in Teaching and Learning," in International Society for the Scholarship of Teaching and Learning, Atlanta, GA, Oct 9-12, 2019 2019.[14] B. L

Relevance Score: 0.022688238

Teaching Strategies that Incorporate Social Impacts in Technical Courses and Ease Accreditation Metric Creation

Conference Session: Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

] I. Scheel, R. E. Cate, and D. Montfort, “Talking Tech: How Language Variety in EngineeringCurriculum Instruction Can Ease Delivery and Engage Students,” presented at the ASEE 2023Annual Conference Baltimore, MD, June 2023, 37342.[6] R. D. Crick, “Deep Engagement as a Complex System: Identity, Learning Power andAuthentic Enquiry,” in S. L. Christenson, A. L. Reschly, and C. Wylie (Eds.), Handbook ofResearch on Student Engagement, pp. 675–694, Springer, US, 2012,https://doi.org/10.1007/978-1-4614-2018-7_32.[7] J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of socialjustice in a feedback control systems course.” Journal of Engineering Education, vol. 110, no. 3,pp. 718–749, 2021, DOI: https://doi.org/10.1002

Relevance Score: 0.020978924

Increasing Equity in Access to Electric vehicles and Electrified infrastructure through Perceptions, Opinions and Knowledge of Underrepresented Communities in the Paso del Norte Region

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

and Trends in Electric Vehicles”. DOI 10.1109/JPROC.2021.3072788. Vol. 109, No. Proceedings of the IEEE, June 2021[17] T. Alagarsamy, B. Moulik. “A Review on Optimal Design of Hybrid Electric Vehicles and Electric Vehicles”. 3rd International Conference for Convergence in Technology (I2CT). IEEE 2018[18] City of El Paso. Environmental Services. Air Quality Program. URL: https://www.elpasotexas.gov/environmental-services/air-quality-program/ (City of El Paso, 2020)[19] United States Census Bureau. 2023. URL: https://www.census.gov Last Accessed, March 2023. (US Census Bureau 2023)

Relevance Score: 0.020338276

Reflecting on Adapting Visual-Oriented Classes for Blind and Low-Vision Students

Conference Session: Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sourojit Ghosh, University of Washington; Kunal V Mehta, University of Washington; Maxwell Coppock, University of Washington; Sarah Marie Coppola, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #41890Reflecting on Adapting Visual-Oriented Classes for Blind and Low-VisionStudentsSourojit Ghosh, University of Washington Sourojit Ghosh is a fourth year PhD Candidate at the University of Washington, Seattle in Human Centered Design and Engineering.Kunal V Mehta, University of WashingtonMaxwell Coppock, University of Washington Maxwell is an HCI researcher and designer with a focus in accessibility. While attending the University of Washington, he worked for the Disability Resources for Students department to assist a blind engineering student as a reader and scribe.Dr. Sarah Marie Coppola, University of

Relevance Score: 0.013336993

(WIP) Persistence in an S-STEM project: Understanding the Intersectional Experiences and Identities of Women in Computing

Conference Session: Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #42655(WIP) Persistence in an S-STEM project: Understanding the IntersectionalExperiences and Identities of Women in ComputingDr. Rachel Funk, University of Nebraska, Lincoln Dr. Funk has served as a research scientist with the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln (UNL) since 2021. She specializes in research about student experiences. Dr. Funk currently serves as the project coordinator and lead researcher of a S-STEM grant seeking to better understand factors that influence the persistence of students in STEM.Leilani Marie Pai, Denison University Dr. Pai is

Relevance Score: 0.012644682

Equity, Rigor, and Access: The New ERA of Engineering

Conference Session: Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #48492Equity, Rigor, and Access: The New ERA of EngineeringBenjamin Richmond, The University of Arizona Ben serves as the Manager of Undergraduate Education Initiatives in the University of Arizona’s Division of Undergraduate Education in the Office of the Provost. He earned his BS in Public Health and MPH from the University of Arizona and is currently pursuing a PhD in Higher Education. Ben’s research interest is in understanding the social and cultural barriers students face in pursuing higher education and developing higher education pathways for students. With this research focus, Ben has devolved programs

Relevance Score: 0.012405329

Exploring the Role of Peer and Faculty Interactions in Shaping the Sense of Belonging among International Graduate Engineering Students (IGES) at an HBCU

Conference Session: Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #47975Exploring the Role of Peer and Faculty Interactions in Shaping the Sense ofBelonging among International Graduate Engineering Students (IGES) at anHBCUTolulope Iyanuoluwa Abiri, Morgan State University Tolulope Abiri is a graduate student in Civil Engineering at Morgan State University, where he also serves as a Research Assistant. He holds a bachelor’s degree in Civil Engineering from the Federal University of Technology, Akure (FUTA). His current research focuses on the sustainability and resilience of transportation infrastructure in the face of sea level rise, with a particular emphasis on coastal

Relevance Score: 0.011995798

Resetting the Default: Welcoming New Engineering Faculty to Inclusive Teaching

Conference Session: Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #47248Resetting the Default: Welcoming New Engineering Faculty to Inclusive TeachingProf. David C. Mays, University of Colorado Denver David Mays is an Associate Professor in the Department of Civil Engineering at the University of Colorado Denver. He earned his B.S. from the University of Pennsylvania in 1995, then taught high school through Teach for America and worked as a contractor at Los Alamos National Laboratory before earning his M.S. and Ph.D. from the University of California Berkeley in 1999 and 2005, respectively. He has been at CU Denver since 2005, where he teaches fluid mechanics and hydrology

Relevance Score: 0.011743227

Mixed in Engineering: Introducing Critical Multiracial Theory to Engineering Education Research

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38717Mixed in Engineering: Introducing Critical Multiracial Theory toEngineering Education ResearchMs. Michelle Choi Ausman, Virginia Tech Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relation- ships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and

Relevance Score: 0.011337326

Open Educational Resource Learning Impact on Students from Poverty

Conference Session: Asset Sourcing for Remaking Engineering Learning
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Michael R. Williamson, Indiana State University; Neslihan Alp P.E., Indiana State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Paper ID #32265Open Educational Resource Learning Impact on Students from PovertyDr. Michael R. Williamson, Indiana State University Dr. Michael R. Williamson earned his Bachelor and Master of Science degrees in civil engineering with a focus in transportation from Southern Illinois University Edwardsville and obtained his Ph.D. in Civil Engineering with a focus in highway safety from Southern Illinois University Carbondale. He is an As- sistant Professor and program coordinator of Civil Engineering at Indiana State University. He has been instrumental in transportation research sponsored by the Illinois Department

Relevance Score: 0.010893432

Critical Analyses of the Experiences and Perspectives of Multiply-Marginalized Undergraduate Engineering Students

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: Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

practice. Corey conferred her Ph.D. in aerospace engineering from the University of Michigan - Ann Arbor in April 2021; her thesis included both technical and educational research. She also holds an M.S.E. in aerospace engineering from the University of Michigan - Ann Arbor and a B.S.E. in civil engineering from Case Western Reserve University, both in the areas of structural engineering and solid mechanics.Joseph Valle, Purdue University at West Lafayette (COE) Joseph ’Joey’ Valle is a settler on the traditional and ancestral homelands of the Bod´ewadmik (Potawatomi), Lenape (Delaware), Myaamia (Miami), and Shawnee People that Purdue University is built upon and near and a postdoctoral worker in the School of

Relevance Score: 0.010858977

Characterizing First-Year Engineering Students’ Priorities and Language Use in Socio-technical Written Reflections

Conference Session: Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #42075Characterizing First-Year Engineering Students’ Priorities and Language Usein Socio-technical Written ReflectionsDr. Kaylla Cantilina, Tufts University Kaylla is a Postdoctoral Scholar at Tufts University where her work is motivated by design as a means for social justice. Her research explores the ways that students and practitioners seek to achieve equity in their design practicesDr. Chelsea Joy Andrews, Tufts University Chelsea Andrews is a Research Assistant Professor at Tufts University, at the Center for Engineering Education and Outreach (CEEO).Fatima Rahman, Tufts Center for Engineering Education

Relevance Score: 0.010760756

Seeing the Invisible: The Year This White Woman Spent Learning at an HSI

Conference Session: Special Topics: Conscious Considerations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Paper ID #33094Seeing the Invisible: The Year This White Woman Spent Learning at an HSIDr. Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo Dr. Lizabeth Thompson is a professor in Industrial and Manufacturing Engineering. She has been at Cal Poly for nearly 30 years and has held various positions on campus including Co-Director of LAES, Director of Women’s Engineering Programs, and CENG Associate Dean. Her research is in Engineering Education, particularly equitable classroom practices, integrated learning, and institutional change. She spent last academic year at Cal State LA where she

Relevance Score: 0.01067334

Exploring the Role of Project-based Learning in Building Self-efficacy in First-year African Engineering Students

Conference Session: For Students to Know and Grow
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Heather R. Beem, Ashesi University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Paper ID #32546Exploring the Role of Project-based Learning in Building Self-efficacyin First-year African Engineering StudentsDr. Heather R. Beem, Ashesi University Dr. Heather Beem is a Mechanical Engineering Faculty at Ashesi University in Ghana, where she leads the Resourceful Engineering Lab. Her research explores the mechanisms and manifestations of resourceful design, particularly along the lines of indigenous innovation, experiential education, and bio-inspired fluid dynamics. Dr. Beem completed her Ph.D. in Mechanical Engineering at MIT/WHOI, and moved shortly thereafter to Ghana. She founded and leads

Relevance Score: 0.010496323

Promoting Belonging in Engineering through the Creation of Youth-Centered Technology-Rich Spaces

Conference Session: Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Department of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2024 Work In Progress: Promoting Belonging in Engineering through the Creation of Youth-centered Technology-Rich SpacesIntroduction In 2024, we are not offering a novel idea when we contend that the promise ofmakerspaces to achieve inclusion across contexts has not been met [1], [2]. While suchtechnology-rich spaces still have the potential to support youth from minoritized groups to createartifacts aligned with their interests and values [3], [4

Relevance Score: 0.010279883

Featuring Silenced Perspectives in STEM: Supporting Multicultural and Diversity Leadership Through the STEM Foundry Heritage Fellows Program

Conference Session: Special Topics: Conscious Considerations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education, Equity

Paper ID #33837Featuring Silenced Perspectives in STEM: Supporting Multicultural andDiversity Leadership Through the STEM Foundry Heritage Fellows ProgramDr. Andrea Arce-Trigatti, Tennessee Technological University Andrea Arce-Trigatti holds a Ph.D. in Education with a Learning Environments and Educational Studies concentration from the University of Tennessee, Knoxville. She is currently on the Faculty in the De- partment of Curriculum and Instruction at Tennessee Technological University. Her research centers on cultural studies in education, issues in multicultural education, and collaborative learning strategies. As a

Relevance Score: 0.010225056

DEIB in Engineering Technology Programs in the US

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: John L. Irwin, Michigan Technological University; Martin E. Gordon DFE P.E., Rochester Institute of Technology ; Clay Gloster Jr., North Carolina Agricultural and Technical State University; Barbara L. Christe, State University of New York, College of Technology at Farmingdale; Ronald E. Land, Pennsylvania State University, New Kensington; Lara L. Sharp, Springfield Technical Community College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. He has been recognized for his excellence in teaching and dedication to students at RIT.Dr. Clay Gloster Jr., North Carolina Agricultural and Technical State University Dr. Clay Gloster, Jr. currently serves as the Vice Provost for Graduate Research and Dean of the Gradu- ate College at North Carolina A&T State University. He received the B.S. and M.S. degrees in Electrical Engineering from North Carolina A&T State University (’85,’88) and the Ph.D. degree in Computer Engi- neering from North Carolina State University (’93). He has also been employed by IBM, the Department of Defense, the Microelectronics Center of North Carolina, North Carolina State University, and Howard University. Dr. Gloster has

Relevance Score: 0.010125311

Promoting Belonging and Breaking Down Gatekeeping in Youth-Centered Engineering Spaces

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #38611Promoting Belonging and Breaking Down Gatekeeping in Youth-CenteredEngineering SpacesKiana Alexa RamosJulia GardowEmanuel Joseph LouimeEunice Yujin KangDr. Avneet Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Depart- ment of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2023 Promoting belonging and breaking down gatekeeping in youth-centered engineering spacesAbstract In recent years there has been a movement to increase accessibility

Relevance Score: 0.010112967

Analyzing the Needs of Engineering Teaching Assistants: Examining Hidden Deficit Ideas

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Karina Ivette Vielma, The University of Texas, San Antonio; Joel Alejandro Mejia, The University of Texas, San Antonio
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #39291Analyzing the Needs of Engineering Teaching Assistants: Examining HiddenDeficit IdeasDr. Karina Ivette Vielma, The University of Texas, San Antonio Dr. Karina I. Vielma is a first-generation college student who dreamed big. As the eldest of five children, Dr. Vielma became very resourceful, attributing her skills to growing up in poverty. Her parents had high expectations for school and this prepareDr. Joel Alejandro Mejia, The University of Texas, San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical and Chemical Engineering and the

Relevance Score: 0.010002744

DEI Task Force Accomplishments: The DEI Scholars Program and its DEI Elective Option

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #41970DEI Task Force Accomplishments: The DEI Scholars Program and its DEIElective OptionDr. Dustyn Roberts, University of Pennsylvania Dustyn Roberts is a Practice Associate Professor at the University of Pennsylvania. She received her BS in Mechanical and Biomedical Engineering from Carnegie Mellon University, her MS in Biomechanics & Movement Science from the University of Delaware, and her PhD in Mechanical Engineering from New York University.William Schlatterer, University of PennsylvaniaSeon Woo Lee, University of PennsylvaniaMr. Jonathan Singleton, University of Pennsylvania Jonathan Singleton is the

Relevance Score: 0.009588305

Board 116: Experiences of Engineering Students with Disabilities

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Isabel Miller, University of Michigan; Karin Jensen, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #41412Board 116: Experiences of Engineering Students with DisabilitiesIsabel Miller, University of Michigan Isabel Miller (she/her) is pursuing a PhD in Engineering Education Research at the University of Michigan. She received her BS and MS degrees in Bioengineering at the University of Illinois Urbana-Champaign. She is interested in the researching the experiences of students with disabilities.Dr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering education research at the University of Michigan. Her research interests include

Relevance Score: 0.009161943

Community Wealth and Latine Students' STEM Identity

Conference Session: Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Nidia Banuelos, University of Wisconsin - Madison; Ross J. Benbow, University of Wisconsin - Madison; Benjamin C. Flores, University of Texas at El Paso
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

policymakers workingto increase diversity in STEM fields can benefit from quantitative survey measures designed, from theirinception, to capture the strengths inherent in the families, communities, home languages, cultures, andexperiences of Students of Color. Not only do such instruments combat demotivating deficit narratives,but they also point to opportunities for institutions to work with students’ existing assets to promote theirSTEM success (Verdín et al., 2021). Unfortunately, developing new, widely tested survey research toolsis both costly and time-intensive, and few scholars have undertaken this work (Hiramori et al., 2024). To address this gap and contribute to the quantitative tools available to researchers andinstructors, we use a

Relevance Score: 0.007345896

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